Stuart Hollis

Social value and wider impact in community

learning

Ian Yarroll

Introduction

Aims of session:• to show how social value and Pound Plus support

core agendas for community learning providers;

• to introduce key concepts and approaches in capturing impact and social value, including methods and tools to assist with planning, evidencing and reporting wider social outcomes;

• to signpost to information and resources for measuring social value and Pound Plus

Social value - a definition

• “Social value refers to the wider, non-financial impacts of programmes, organisations and interventions, including the well-being of individuals and communities, social capital and the environment. These are typically described as 'soft' outcomes, mainly because they are difficult to quantify and measure."

•

– Demos, Measuring Social Value

Where has the social value approach come from?

• Shrinking public budgets• Public service reform• Changing and increasingly complex patterns of

need• Shift from central control to supposedly greater

autonomy – ‘freedoms & flexibilities’ .. increased self-regulation accompanied by greater accountability to local communities.

• Local accountability to communities will need evidence of the wider social value and impact that colleges create.

Community learning policy context

• Build on Community Learning Trust pilots• Locally owned community networks with clear

strategic plans, priorities delivery objectives and measurable learner outcomes

• Plans and strategies underpinned by engagement and consultation with communities, LAs, LEPs and other key stakeholders

• Maximise the impact of funding on the social and economic wellbeing of individuals, families and communities

• Attract funding and resources from other sources (“Pound Plus”)

Why is measuring social value and impact important?

• Involves learners and other stakeholders• Provides a systematic way of gathering evidence

of the (added) value of community learning• Makes the case to protect community learning• Informs planning • Influences local commissioning decisions• Helps organisational quality improvement• helps organisations understand changes• Increases accountability

Tools to capture evidence

• Social Return on Investment (SROI) – a detailed and potentially time consuming methodology for capturing wider value.

• NIACE wider impact tool – developed as a response to the sector for a tool that was more appropriate for collecting day to day outcomes in Community Learning.

– Piloted through Community Learning Impact Fund (CLIF) projects and Community Learning Trust (CLT) pilots

NIACE wider outcomes tool

4 steps in using the tool:

• Plan• Gather evidence• Analyse evidence and interpret findings • Report and share what you have learned

Stage 1. Planning

• identify differences to be measured• establish baseline• decide who needs to be invited to

contribute• decide what evidence to collect• decide what methods to use• identify who will do the work

Example: physical health outcomes

• Increased/decreased physical stamina

• Improved/deteriorated physical health

• Better/less able to manage physical health

• Improved/worsened diet

• Increased/decreased physical activity

Outcome category Who changes? How do they change? Tools / methods to

capture

(Broad area of change)(Brief description of group of learners)

(Positive/negative, intended/unintended)

 

Physical healthParents attending family learning class

Improved diet(Learners take part in Fun with Food course and increase understanding of balanced diet)

Questionnaires – at beginning & end of courseLearners’ diariesHealthy lunchbox worksheets

Activity

In small groups share ideas about how you could use this approach in your organisation for measuring wider outcomes arising from learning

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Stage 2. Collecting evidence

Issues to consider• Appropriate methods to capture changes • Robust approaches• Pilot to test the methods• Identify sample groups/sizes• Who will gather the evidence?• Timing• Review

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Some approaches

• Questionnaires• One to one interviews• Group discussions• Participatory appraisal• Storytelling and testimonies• Graffiti walls• Photo diaries• Social media• Performances and presentations

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Stage 3. Analysisng the evidenceSome principles of good analysis.• Allocate enough time and resources• Work at a level that is appropriate and manageable for

your project• Be clear about the kind of evidence you have and what

it can tell you• Involve learners, volunteers and others as appropriate• Be rigorous:• - draw on a range of sources• - consider alternative perspectives • - don’t over-claim• - test out what you want to say with others

Stage 4 Reporting and using your findings

• Identify important messages to assist

– Organisational planning– Quality improvement– Reporting to different audiences– Future funding– Policy influence

Resources

Community Learning (CL) Reform website is a portal for all information on CL – over 150 resources plus links to other relevant sites:

http://www.niace.org.uk/community-learning/

Measuring impact and social value

http://www.niace.org.uk/community-learning/resources/measuring-impact-and-social-value

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Thank you

Contact details;

Ian Yarroll

Ian.yarroll@niace.org.uk

07799 583124

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