Riding the waves of policy? The case of basic skills in adult and community learning in England

This paper draws on data from secondary sources and in-depth interviews to explore the question: What is the impact of policy on teaching, learning, assessment and inclusion in Adult and Community Learning (ACL) Skills for Life (SfL) provision? In particular, it focuses on the government’s use of five policy steering mechanisms - funding, inspection, planning, targets and policy initiatives (in this case SfL). The design of the study1 allows us to use evidence from four sets of interviews with teachers, learners and managers of ACL in eight sites of learning (four in London and four in the North East) over a period of twenty-six months of considerable policy turbulence. We argue first, that there is a symbiotic relationship between ACL and SfL provision and second, that while the combined effects of targets and funding have the most powerful effects on tutor and manager actions, inspection, planning and tutors’ and managers’ own professional values also have an important role in shaping the teaching of literacy and numeracy in ACL sites. We conclude by suggesting that professionals at the local level should be allowed to play a greater role in SfL policy-making to ensure effective policy and practice

A New Learning and Skills Landscape? The central role of the Learning and Skills Council

This is the first paper from a project which is part of the Economic and Social Research Council’s Programme of research into “Teaching and Learning”. The project, entitled “The Impact of Policy on Learning and Inclusion in the New Learning and Skills Sector”, explores what impact the efforts to create a single learning and skills system (LSS) are having on teaching, learning, assessment and inclusion for three marginalised groups of post-16 learners. Drawing primarily on policy documents and 62 in-depth interviews with national, regional and local policymakers in England, the paper points to a complex, confusing and constantly changing landscape; in particular, it deals with the formation, early years and recent reorganisation of the Learning and Skills Council (LSC), its roles, relations with Government, its rather limited power, its partnerships and likely futures. While the formation of a more unified LSS is broadly seen as a necessary step in overcoming the fragmentation and inequalities of the previous post-16 sector, interviewees also highlighted problems, some of which may not simply abate with the passing of time. Political expectations of change are high, but the LSC and its partners are expected to carry through ‘transformational’ strategies without the necessary ‘tools for the job’. In addition, some features of the LSS policy landscape still remain unreformed or need to be reorganised. The LSC and its partners are at the receiving end of a series of policy drivers (eg planning, funding, targets, inspection and initiatives) that may have partial or even perverse effects on the groups of marginalised learners we are studying

Learners in the English Learning and Skills Sector: the implications of half-right policy assumptions

The English Learning and Skills Sector (LSS) contains a highly diverse range of learners and covers all aspects of post-16 learning with the exception of higher education. In the research on which this paper is based we are concerned with the effects of policy on three types of learners – unemployed adults attempting to improve their basic skills in community learning settings, younger learners on Level 1 and 2 courses in further education colleges and employees in basic skills provision in the workplace. What is distinctive about all three groups is that they have historically failed in, or been failed by, compulsory education. What is interesting is that they are constructed as 'problem learners' in learning and skills sector policy documents. We use data from 194 learner interviews, conducted during 2004/5, in 24 learning sites in London and the North East of England, to argue that government policy assumptions about these learners may only be 'half right'. We argue that such assumptions might be leading to half-right policy based on incomplete understandings or surface views of learner needs that are more politically constructed than real. We suggest that policy makers should focus more on systemic problems in the learning and skills sector and less on problematising groups of learners

‘Modernisation’ and the role of policy levers in the Learning and Skills Sector

This paper examines the changing use of policy levers in the English post-compulsory education and training system, often referred to as the Learning and Skills Sector. Policy steering by governments has increased significantly in recent years, bringing with it the development of new forms of arms-length regulation. In the English context these changes were expressed during the 1980s and 1990s through neo-liberal New Public Management and, since 1997, have been extended through the New Labour government’s project to further ‘modernise’ public services. We look here at the changing use of policy levers (focussing in particular on the role of targets, funding, inspection, planning and initiatives) over three historical phases, paying particular attention to developments since the formation of the Learning and Skills Council (LSC) in 2001. We conclude by considering the range of responses adopted by education professionals in this era of ‘modernisation’

Prospects for the Progress of Heterodox Economics

While progress in orthodox economics is understood as an internal concept, progress in heterodox economics has both an internal and external dimension, where the latter refers to persuasive success. This broader understanding of progress reflects the fundamental, methodological level at which we distinguish between orthodox and heterodox economics. Regarding internal progress, orthodox economics retains cohesion at the level of formalism, but this cohesion is showing strains because of the inevitable limitations imposed by formalism. While more apparently disparate, heterodox economics can be seen to be more methodologically cohesive; this is explained in terms of a qualified form of pluralism at a range of levels. A discussion of progress of ideas in terms of persuasion (with sociological and institutional, as well as linguistic, dimensions) provides the basis for a considering a pluralist strategy for promoting the progress of heterodox economics

Sulfur K-Edge XAS Studies of the Effect of DNA Binding on the [Fe_4S_4] Site in EndoIII and MutY

S K-edge X-ray absorption spectroscopy (XAS) was used to study the [Fe_4S_4] clusters in the DNA repair glycosylases EndoIII and MutY to evaluate the effects of DNA binding and solvation on Fe–S bond covalencies (i.e., the amount of S 3p character mixed into the Fe 3d valence orbitals). Increased covalencies in both iron–thiolate and iron–sulfide bonds would stabilize the oxidized state of the [Fe_4S_4] clusters. The results are compared to those on previously studied [Fe_4S_4] model complexes, ferredoxin (Fd), and to new data on high-potential iron–sulfur protein (HiPIP). A limited decrease in covalency is observed upon removal of solvent water from EndoIII and MutY, opposite to the significant increase observed for Fd, where the [Fe_4S_4] cluster is solvent exposed. Importantly, in EndoIII and MutY, a large increase in covalency is observed upon DNA binding, which is due to the effect of its negative charge on the iron–sulfur bonds. In EndoIII, this change in covalency can be quantified and makes a significant contribution to the observed decrease in reduction potential found experimentally in DNA repair proteins, enabling their HiPIP-like redox behavior

Reefs at Risk: A Map-Based Indicator of Threats to the Worlds Coral Reefs

This report presents the first-ever detailed, map-based assessment of potential threats to coral reef ecosystems around the world. "Reefs at Risk" draws on 14 data sets (including maps of land cover, ports, settle-ments, and shipping lanes), information on 800 sites known to be degraded by people, and scientific expertise to model areas where reef degradation is predicted to occur, given existing human pressures on these areas. Results are an indicator of potential threat (risk), not a measure of actual condition. In some places, particularly where good management is practiced, reefs may be at risk but remain relatively healthy. In others, this indicator underestimates the degree to which reefs are threatened and degraded.Our results indicate that:Fifty-eight percent of the world's reefs are poten-tially threatened by human activity -- ranging from coastal development and destructive fishing practices to overexploitation of resources, marine pollution, and runoff from inland deforestation and farming.Coral reefs of Asia (Southeastern); the most species-rich on earth, are the most threatened of any region. More than 80 percent are at risk (undermedium and high potential threat), and over half are at high risk, primarily from coastal development and fishing-related pressures.Overexploitation and coastal development pose the greatest potential threat of the four risk categories considered in this study. Each, individually, affects a third of all reefs.The Pacific, which houses more reef area than any other region, is also the least threatened. About 60 percent of reefs here are at low risk.Outside of the Pacific, 70 percent of all reefs are at risk.At least 11 percent of the world's coral reefs contain high levels of reef fish biodiversity and are under high threat from human activities. These "hot spot" areas include almost all Philippine reefs, and coral communities off the coasts of Asia, the Comoros, and the Lesser Antilles in the Caribbean.Almost half a billion people -- 8 percent of the total global population -- live within 100 kilometers of a coral reef.Globally, more than 400 marine parks, sanctuaries, and reserves (marine protected areas) contain coral reefs. Most of these sites are very small -- more than 150 are under one square kilometer in size. At least 40 countries lack any marine protected areas for conserving their coral reef systems

Log odds of carrying an Ancestral Mutation in BRCA1 or BRCA2 for a Defined personal and family history in an Ashkenazi Jewish woman (LAMBDA)

INTRODUCTION: Ancestral mutations in BRCA1 and BRCA2 are common in people of Ashkenazi Jewish descent and are associated with a substantially increased risk of breast and ovarian cancer. Women considering mutation testing usually have several personal and family cancer characteristics, so predicting mutation status from one factor alone could be misleading. The aim of this study was to develop a simple algorithm to estimate the probability that an Ashkenazi Jewish woman carries an ancestral mutation, based on multiple predictive factors. METHODS: We studied Ashkenazi Jewish women with a personal or family history of breast or ovarian cancer and living in Melbourne or Sydney, Australia, or with a previous diagnosis of breast or ovarian cancer and living in the UK. DNA samples were tested for the germline mutations 185delAG and 5382insC in BRCA1, and 6174delT in BRCA2. Logistic regression was used to identify, and to estimate the predictive strength of, major determinants. RESULTS: A mutation was detected in 64 of 424 women. An algorithm was developed by combining our findings with those from similar analyses of a large study of unaffected Jewish women in Washington. Starting with a baseline score, a multiple of 0.5 (based on the logistic regression estimates) is added for each predictive feature. The sum is the estimated log odds ratio that a woman is a carrier, and is converted to a probability by using a table. There was good internal consistency. CONCLUSIONS: This simple algorithm might be useful in the clinical and genetic counselling setting. Comparison and validation in other settings should be sought

How policy impacts on practice and how practice does not impact on policy

Our project attempts to understand how the Learning and Skills Sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. Our first focus is upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work-based learning and younger learners on Level 1 and Level 2 courses in further education. Our next focus is upon how professionals in these three settings struggle to cope with two sets of pressures upon them: those exerted by government and a broader set of professional, institutional and local factors. We describe in particular how managers and tutors mediate national policy and translate it (and sometimes mistranslate it) into local plans and practices. Finally we criticise the new government model of public service reform for failing to harness the knowledge, good will and energy of staff working in the sector, and for ignoring what constitutes the main finding of our research: the central importance of the relationship between tutor and students

Effect of continuum-of-care intervention package on improving contacts and quality of maternal and newborn healthcare in Ghana: a cluster randomised controlled trial.

OBJECTIVE: To evaluate the effect of a continuum-of-care intervention package on adequate contacts of women and newborn with healthcare providers and their reception of high-quality care. DESIGN: Cluster randomised controlled trial. SETTING: 32 subdistricts in 3 rural sites in Ghana. PARTICIPANTS: The baseline survey involved 1480 women who delivered before the trial, and the follow-up survey involved 1490 women who received maternal and newborn care during the trial. INTERVENTIONS: The intervention package included training healthcare providers, using an educational and recording tool named 'continuum-of-care card', providing the first postnatal care (PNC) by retaining women and newborns at healthcare facility or home visit by healthcare providers. OUTCOME MEASURES: Adequate contacts were defined as at least four contacts during pregnancy, delivery with assistance of skilled healthcare providers at a healthcare facility and three timely contacts within 6 weeks postpartum. High-quality care was defined as receiving 6 care items for antenatal care (ANC), 3 for peripartum care (PPC) and 14 for PNC. RESULTS: The difference-in-difference method was used to assess the effects of the intervention on the study outcome. The percentage of adequate contacts with high-quality care in the intervention group in the follow-up survey and the adjusted difference-in-difference estimators were 12.6% and 2.2 (p=0.61) at ANC, 31.5% and 1.9 (p=0.73) at PPC and 33.7% and 12.3 (p=0.13) at PNC in the intention-to-treat design, whereas 13.0% and 2.8 (p=0.54) at ANC, 34.2% and 2.7 (p=0.66) at PPC and 38.1% and 18.1 (p=0.02) at PNC in the per-protocol design that assigned the study sample by possession of the continuum-of-care card. CONCLUSIONS: The interventions improved contacts with healthcare providers and quality of care during PNC. However, having adequate contact did not guarantee high-quality care. Maternal and newborn care in Ghana needs to improve its continuity and quality. TRIAL REGISTRATION NUMBER: ISRCTN90618993.