Learning Center
Plans & pricing Sign in
Sign Out

maggie challis - jswec personalisation


									Personalisation: what
 can we learn from
      Maggie Challis
      Skills for Care
Personalisation in social care
• Concept has always underpinned value base of social
• 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
What does personalisation
• 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
Personalisation policy in
• 1984 – DES Records of Achievement
• 1988 – Training Agency Employment Training
• 1991 – DE and DES National Record of
• 1996 – Re-launch of NRA as ‘progress file’
• 2001 – Individual learning plans for post-16
• 2006 – LSC Recognising and recording
  progress and achievement (RARPA)
Recognising and recording
progress and achievement
Staged process involving 5 elements:
• Aims appropriate to an individual learner or group of
• Initial assessment to establish the learner’s starting point
• Identification of appropriately challenging learning
• Recognition and recording of progress and achievement
  during programme
• End of programme learner self-assessment; tutor
  summative assessment; review of overall progress and
Personalisation policy in
higher education
• Personal development plans (QAA 2004)

 PDP is 'a structured and supported process
 undertaken by an individual to reflect upon
 their own learning, performance and / or
 achievement and to plan for their personal,
 educational and career development'.
What are PDPs for?
Intended to help students:

   become more effective, independent and confident
    self-directed learners
   understand how they are learning and relate their
    learning to a wider context
   improve their general skills for study and career
   articulate their personal goals and evaluate progress
    towards their achievement
   and encourage a positive attitude to learning
    throughout life
But role is still unclear:

  – Context for learning (learner view)
  – Emphasise degree of learner responsibility for
    own learning (academic staff view)
  – Enhance recruitment and retention (senior
    managers view)
• Recording should support plan-do-review
  cycle, not the other way round
• ‘If we took a spec or template approach
  and specified what PLP should do rather
  than what it should include, the resultant
  flexibility would give students/academics
  more space to tailor it to the student’s
(Participant at LLN consultation event)
Where are PDPs used most?
•   Mainly linked to vocational programmes
•   Negotiated learning programmes
•   Built into Foundation degrees
•   Integrated into Lifelong Learning Network
    spec – designed for use on a continuing
    basis across transitions
Overlap between education
and social care
•     ‘Public service reform should be user centred. It should be organised to
      deliver better solutions for the people who use the services.’

•     ‘Lately the government has been arguing that personalisation is precisely
      the way in which services can become more responsive. The question is
      whether they see this as a radical solution or not.’

•     ‘We need a new framework to show how personal needs can be taken into
      account with universal equity and excellence in education.’

•     ‘What would happen if we started to imagine personalisation at a “deeper”
      level, whereby users began to take on some of the roles of the producers in
      the actual design and shaping of the education system?’
(Gibbon M (2004) Learning about personalisation: how can we put the learner at the heart of the education system? Demos, Lond on)
What does this mean for
social work education?

  ‘Learners who have been supported to
  achieve in terms of a personalised agenda
  for learning are more likely to understand
  what personalisation means for their

(Futurelab research into a personalised approach to
Learner’s charter for a
personalised learning
•   Choices
•   Skills and knowledge
•   Appropriate learning environments
•   Feedback
• How far would your learning environment
  reflect the principles of the Learner’s
• How could these principles be adapted so
  that social workers have a framework
  within which to work with people use use
  social care services?

To top