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Personalisation: what can we learn from education

Personalisation in social care. Concept has always underpinned value base of social careConsistent message (expressed in range of vocabulary) about what people want from services and people who deliver them1970 The Client Speaks (Mayer and Timms)1980 The Barclay Report1988 The Wagner Report1989

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Personalisation: what can we learn from education

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    1. Personalisation: what can we learn from education? Maggie Challis Skills for Care

    2. Personalisation in social care Concept has always underpinned value base of social care Consistent message (expressed in range of vocabulary) about what people want from services and people who deliver them 1970 The Client Speaks (Mayer and Timms) 1980 The Barclay Report 1988 The Wagner Report 1989 Caring for People (White Paper) 2006 Our Health, Our Care, Our Say (White Paper) 2007 Putting People First 2009 Green Paper The Client Speaks – case studies of individual ‘working class people’ seeking support Barclay report – talks of ‘care management package’ – care from different sources, taking into account existing support and using range of options to meet needs – reports options are under-developed and under-subscribed Wagner report – residential care should not be a ‘last resort’ but should be positive choice – emphasis on maintaining rights as a citizen. Choice is subject to availability of resources and flexibility to meet chosen support Caring for People – focus on training for professionals – strong health focus. Introduces community matrons and case manager with brief to develop personalised care plan across health and social care Our health, our care, our say – stresses independence, choice and controlThe Client Speaks – case studies of individual ‘working class people’ seeking support Barclay report – talks of ‘care management package’ – care from different sources, taking into account existing support and using range of options to meet needs – reports options are under-developed and under-subscribed Wagner report – residential care should not be a ‘last resort’ but should be positive choice – emphasis on maintaining rights as a citizen. Choice is subject to availability of resources and flexibility to meet chosen support Caring for People – focus on training for professionals – strong health focus. Introduces community matrons and case manager with brief to develop personalised care plan across health and social care Our health, our care, our say – stresses independence, choice and control

    3. What does personalisation mean? Not just about individual budgets and direct payments, but about who is in the driving seat when considering services To deliver personalised care services will require not necessarily new skills, but a new approach, new management processes and new job roles SSA and SQS show what employers want New types of learner QCF should enable more flexible way to build and deliver qualifications and trainingSSA and SQS show what employers want New types of learner QCF should enable more flexible way to build and deliver qualifications and training

    4. Personalisation policy in education 1984 – DES Records of Achievement 1988 – Training Agency Employment Training Programme 1991 – DE and DES National Record of Achievement 1996 – Re-launch of NRA as ‘progress file’ 2001 – Individual learning plans for post-16 programmes 2006 – LSC Recognising and recording progress and achievement (RARPA) These generally link to vocational achievement, not academic No evidence that learners asked for this, which sets it apart from personalisation in careThese generally link to vocational achievement, not academic No evidence that learners asked for this, which sets it apart from personalisation in care

    5. Recognising and recording progress and achievement (RARPA) Staged process involving 5 elements: Aims appropriate to an individual learner or group of learners Initial assessment to establish the learner’s starting point Identification of appropriately challenging learning objectives Recognition and recording of progress and achievement during programme End of programme learner self-assessment; tutor summative assessment; review of overall progress and achievement RARPA linked to funding Still notion of being done ‘to’ learner not putting them in charge No necessary link to curriculum change or development – assumes already on a programme which is pre-determined by provider prioritiesRARPA linked to funding Still notion of being done ‘to’ learner not putting them in charge No necessary link to curriculum change or development – assumes already on a programme which is pre-determined by provider priorities

    6. Personalisation policy in higher education Personal development plans (QAA 2004)

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