Can Social Return on Investment for Adult and Community Learning

Transcription

Can Social Return on Investment for
Adult and Community Learning be
measured?
Lessons from a British research project
Penny Lamb, Head of Policy Development
National Institute of Adult Continuing Education (NIACE)
November 2012
Fall Institute 2012
SOCIAL FINANCE AND INNOVATION
FOR ADULT BASIC LEARNING:
Opportunities and Challenges
October 14-16, 2012
Saint John, NB
Fall Institute 2012
October 14-16, 2012
Saint John, NB
CONTENTS
Preface ........................................................................................................................ 1
Section 1: The National Scene ................................................................................... 2
Government Policy Shifts in England ..................................................................... 2
Section 2: The Social Return on Investment (SROI) Projects ................................... 5
Section 3: Key Conclusions ........................................................................................ 8
Findings .................................................................................................................. 9
Final words ............................................................................................................. 11
Appendix One
The Eleven Adult and Community Learning Fund SROI Projects .............................. 12
Appendix Two
Adult and Community Learning Fund SROI:
Outcomes of adult learning ....................................................................................... 14
Appendix Three: Useful Resources ........................................................................... 17
Can Social Return on Investment for Adult and Community Learning be measured?
Penny Lamb, National Institute of Adult Continuing Education
November 2012
Fall Institute 2012
October 14-16, 2012
Saint John, NB
This paper summarizes my presentation at the Institute and provides web links to the initiatives
in England that are key to the current change agenda.
The paper has three sections: The national scene, SROI projects and Key conclusions. Three
appendices include an outline of SROI outcomes for adult learning and recommended resources.
Preface
This paper could as easily be subtitled Contradictions and journeys to highlight the complexity
of the policy change agenda in England and the interaction of this agenda with our community
projects as we explored using the Social Return on Investment model.
The National Institute of Adult Continuing Education (NIACE) is the national organization for
adult learning in England and Wales. Our job is to influence policy, support better practice and
promote lifelong learning so that more adults can be lifelong learners.
NIACE has recently launched a campaign to focus on impact and raise the discussion as to what
counts as evidence for policy purposes. We are clear that a renewed debate on impact is needed
for current times1 to steer a course and find a balance between the two extreme positions of
either a) wanting a precise financial figure for every pound of investment in adult learning or b)
claiming that some things are impossible to value. Neither position does our sector any favours.
We must be able to show the impact and value of adult learning in all ways. Learners are always
at the heart of our work, and we never underestimate the power of their stories to provide the
backdrop for the more detailed analysis on impact.
Penny Lamb is the head of policy development work at the National Institute of
Adult Continuing Education (NIACE) and also leads the organization’s strategic work
on local government and on impact measures, including the program on return on
investment of adult learning. She was Head of Adult Learning for Oxfordshire
County Council prior to joining NIACE. Penny has many years experience as a full
time inspector for the Adult Learning Inspectorate (ALI), the Audit Commission, the
director of a Community Network and manager in a Further Education College.
Section 1: The National Scene
1
See my blog at bit.ly/OVuLnz
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Government Policy Shifts in England
The UK is currently going through the challenges of deficit reduction and a well-debated
austerity program. The Coalition Government in England is developing a number of responses to
address key policy agendas including to rebalance the public and private expenditure, reduce the
deficit, deal with demographic changes, and ensure that “work pays” and public funding is
targeted effectively. Many policy shifts are taking place to reform public services and find new
solutions and ways of working to solve long-term ingrained social issues. These policy shifts are
much wider than the learning and skills agenda highlighted in the strategy from the Department
of Business Innovation and Skills (BIS)2. Social financing and moving to outcomes based
approaches are critical to this agenda.
Highlighted below are key elements of this wider change agenda.
Big Society Capital3 is the world’s first social investment organization. It works through
intermediary organisations and is funded with equity investments by the Big Society Trust
(from dormant bank accounts) and by the four “Merlin” banks.4 The Government is currently
looking at tax incentives for investors to provide space for long-term investment. Initial work
has included a fund to support investment readiness and an outcomes fund will shortly be
announced. Nick Hurd, the Minister for Civil Society, is clear that “relying on anecdote is
not enough”; he has concerns about a “Tower of Babel syndrome” and wants to build a
consensus about what is worth measuring.
Social impact bonds (SIB). The first social impact bond (SIB) in Peterborough prison is well
documented5 and is backed with detailed literature on bonds6. A much less documented SIB
called ThinkForward7 is taking place in East London, looking at early intervention for young
people at risk of not engaging in learning, work or training (known as NEETs in England).
Commissioned by the Department for Work and Pensions’ Innovation Fund and backed by
the Private Equity Foundation and Big Society Capital, it will last for three years.
2
http://www.bis.gov.uk/policies/further-education-skills
http://www.bigsocietycapital.com/
4
http://www.bigsocietycapital.com/how-we-are-funded
5
http://www.socialfinance.org.uk/sites/default/files/SF_Peterborough_SIB.pdf
6
http://www.socialfinance.org.uk/social-impact-bond-conference-2012 and
http://www.socialfinance.org.uk/resources/social-finance
7
http://www.privateequityfoundation.org/our-work/think-forward/impact/ and
http://www.bigsocietycapital.com/how-we-invest/thinkforward-social-impact-ltd
3
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Social value. Running parallel to the debates In England on social investment is new
legislation on social value. The Public Services (Social Value) Act 20128 that comes into
force on January 2013 places a duty on certain public authorities, including local authorities,
to consider at the ‘pre-procurement’ phase of procuring services how the service being
procured might improve the economic, social and environmental well-being of their areas.
While there is no precise definition of social value, Government guidance defines the concept
as9: “about seeking to maximise the additional benefit that can be created by procuring or
commissioning goods and services, above and beyond the benefit of merely the goods and
services themselves”.
A number of other developing initiatives also highlight new ways of working:
The Work Programme10. Introduced in June 2011 this program aims to achieve
sustainable long-term employment for the long-term unemployed. It uses a “black box”
methodology, i.e. it focuses on the job outcome, not the process. Providers get paid on
outcomes. The contracts are issued to large prime contractors, but many smaller
voluntary organisations are finding it is difficult to remain engaged in the process as
subcontractors.11
Place. Government now sees place as indisputably the key to the economic growth and
have accepted that “no two places are the same and it’s quite reasonable for people to do
things differently”.12
City Deals. The eight largest cities in England have negotiated special deals13 with
Government that focus on devolving power to local areas and looking at innovative ways
to unlock growth and create jobs. Each includes a focus on skills and training. A second
wave of local area deals is expected shortly.
Employer ownership. This two-year pilot allows employers to access public funds to
design and deliver solutions for their own training and skills needs14.
8
http://www.legislation.gov.uk/ukpga/2012/3/contents/enacted
http://www.communities.gov.uk/documents/localgovernment/pdf/1976926.pdf
10
http://www.dwp.gov.uk/policy/welfare-reform/the-work-programme/
11
http://www.ncvo-vol.org.uk/news/civil-society/work-programme-charities-warn-imminent-contract-failures
12
Greg Clark, Financial Secretary to the Treasury, October 2012
13
http://www.dpm.cabinetoffice.gov.uk/resource-library/wave-1-city-deals
14
http://www.ukces.org.uk/employerownership
9
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Troubled Families. This integrated program was designed to meet the needs of families
with multiple and complex issues, defined as “troubled families” by the Government. It is
estimated that 120,000 families in England are accessing multiple services. It is a
payment by results program15.
Community budgets. This pilot program looks at redesigning local services, known as
community budgets16. They aim to make
services more accessible and “joined up” for
How is the Office for National
local people and save money by increasing
Statistics (ONS) measuring individual
efficiencies..
well-being? The four questions are:
At the same time, there is a Government-led focus
on well-being17. A long term program is being
designed to measure national well-being. The aim is
that these new measures will cover the quality of life
of people in the UK, environmental and
sustainability issues, as well as the economic
performance of the country. It supplements work on
GDP and mixes subjective and objective measures.
It uses a ten outcomes domains including: health,
economy, relationships, governance, personal
finance, individual well-being, where people live,
occupation, education and skills and environment.
Four individual well-being questions are included in
the outcomes domains. [See sidebar.]
All these initiatives interact with the complexities of
the current learning and skills system in England.
The most recent surveys by the Department for
Business, Innovation and Skills’ (BIS) National
Scale
0-10
Overall, how satisfied are
you with your life
nowadays?
Overall, to what extent do
you feel the things you do
in your life are worthwhile?
Overall, how happy did you
feel yesterday?
Overall, how anxious did
you feel yesterday?
0 to 10 scale, where 0 = “not at all” and 10 =
“completely”
0 to 10 scale, where 0 = “not at all” and 10 =
“completely”
15
http://www.communities.gov.uk/documents/communities/pdf/2117840.pdf
http://www.communities.gov.uk/localgovernment/decentralisation/communitybudgets/
17
http://www.ons.gov.uk/ons/guide-method/user-guidance/well-being/index.html
16
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Adult Learning Survey (NALS) 201018 survey and the NIACE annual participation survey19
show declining participation for adult learners. NIACE is particularly worried that as overall
participation declines, it is likely that inequalities will increase. We know that people who are
learning now are more likely to do so in the future – 80 per cent of current learners intend to
learn in the future compared with only 20 per cent of those who have not participated recently.
One in three (34 per cent) respondents to the NIACE survey said there was nothing that would
make them more likely to learn in the future. These are the people for whom current policy and
opportunities are not working.
In addition, some of the systems changes around the reform of funding are not meeting local
needs, for example, new rules on eligibility to public funding. Other systems have the perverse
effect of encouraging providers to become risk averse in the curriculum they offer and do not
encourage targeting the most vulnerable groups.
The government is currently reviewing the way in which Community Learning is provided20 and
has acted to address some of the participation challenges: for instance by funding community
learning innovation projects (Adult Community Learning Fund, Community Learning Innovation
Fund, Community Learning Trusts).
The review was sparked by the in-depth examination of all learning and skills budgets. In this
context, NIACE was asked in 2011-2012 to complete Social Return on Investment (SROI)
analyses on a sample of Adult and Community Learning Fund (ACLF) projects.
Section 2: The Social Return on Investment (SROI) Projects
The Adult and Community Learning Fund was provided by the Skills Funding Agency, an arm
of Government, and administered by NIACE between 1 September 2011 and 31 March 2012. It
aimed to increase community participation and capacity building for learning in local
communities. The fund of £2.25 million enabled 87 projects to provide informal learning
18
http://www.bis.gov.uk/assets/biscore/further-education-skills/docs/n/12-p164-national-adult-learner-survey2010.pdf
19
http://shop.niace.org.uk/2012-participation-survey.html
20
http://www.bis.gov.uk/policies/further-education-skills/learners/informal-adult-learning
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The SROI Principles
opportunities and help learners make progress 21.
Projects were either funded in two categories: between
£10,000 and £25,000 or between £25,000 and £75,000.
Capturing the impact of the fund was a key element in
proving the effectiveness of using public funds to
subsidize community learning.
As part of this process, the larger projects were invited to
apply to take part in the SROI project. Eleven projects
were selected [see Appendix 1]. The project managers
were trained to use the specific SROI model22 sponsored
by the Cabinet Office. It assesses social and economic
value and was developed in 2008 by a consortium of the
SROI Network, the New Economics Foundation (NEF),
the Charities Evaluation Services (CES), the National
Council for Voluntary Organisations (NCVO) and the
New Philanthropy Council (NPC). Each project received
mentoring support through the process. The
methodology is principles based. It enables the capture
of value of wider social, economic and environmental
outcome created by an activity or project (see Box 1, p.
6). These are applied to a set framework. It aims to show
all the values created by the project, including those that
often do not have a market value, but expresses them all
in monetary terms to enable the total value of the project
to be included.
Involve stakeholders
Understand the way in which the
organisation creates change through
a dialogue with stakeholders
Understand what changes
Acknowledge and articulate all the
values, objectives and stakeholders
of the organisation before agreeing
which aspects of the organisation are
to be included in the scope; and
determine what must be included in
the account in order that stakeholders
can make reasonable decisions
1.
2.
3.
Value the things that matter
Use financial proxies for indicators in
order to include the values of those
excluded from markets in same terms
as used in markets
Only include what is material
Articulate clearly how activities create
change and evaluate this through the
evidence gathered
Do not over-claim
Make comparisons of performance
and impact using appropriate
benchmarks, targets and external
standards.
Be transparent
This approach actually lends itself well to thinking about
adult learning and skills and to enable the full voice of
the learners to be heard.
21
22
For information on the projects see http://www.niace.org.uk/piab
http://www.thesroinetwork.org/publications/cat_view/29-the-sroi-guide
Demonstrate the basis on which the
findings may be considered accurate
and honest; and showing that they will
be reported to and discussed with
stakeholders
Verify the result
Ensure appropriate independent
verification of the account
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One benefit of taking a group of projects through the process together was that we could jointly
discuss and analyse all of the outcomes. This enabled the development of an outcomes domains
framework, [See Appendix Two].
In the SROI process these outcomes are captured in terms of relevant indicators for the
stakeholder group. The duration of the change is considered and a value is attached to the
outcome. It is a judgment-based approach. The valuation of outcomes that do not have a ready
value in the market place proved a considerable challenge for some of the projects. Various
methods are used to capture value:
Stated preference – what is the outcome worth to the individual stakeholder?
Revealed preference – explore other things stakeholders pay for in order to establish a
value.
The process also looks at:
The deadweight – what would have happened anyway?
Displacement – has this activity displaced any other activity?
Attribution – who else would contribute to the change?
This ensures that the impact of adult learning is not over claimed.
One clear finding was that there has been very little valuation work on adult learning, and thus
there was little evidence work to support the triangulation of the values placed on the outcomes.
To address this challenge, NIACE commissioned an exploratory piece of work, using a relatively
new methodology, know as subjective wellbeing analysis or econometric modelling23. Using the
data from the British Household Panel Survey the researcher examined the relationship between
adult learning and life satisfaction. The value is found by looking at the increases in life
satisfaction derived from adult learning and comparing the increase in income that would be
needed to increase life satisfaction by the same amount.
23
http://www.niace.org.uk/news/valuing-the-impact-of-adult-learning, Fujiwara D. (2012) Valuing the impact of
adult learning.
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Using this method the study found that, for adults, participating in a part-time course leads to:
•
•
•
•
improvements in health, which has a value of £148 to the individual;
a greater likelihood of finding a job and/or staying in a job, which has a value of £224
to the individual;
better social relationships, which has a value of £658 to the individual; and
a greater likelihood that people volunteer on a regular basis, which has a value of
£130 to the individual.
This data, however, needs to be used with caution for several reasons.
It is top level and applies to the general population and may vary with different
stakeholder groups.
The values do not accord with people’s willingness to pay or with the market price.
They cannot be added together as there may be other outcomes domains that need to be
included.
Nevertheless, they provide a range and a basis for comparison. It can be seen that the value of
social relationships in terms of life satisfaction is greatest. It provides us with a clear
consideration of the wider values of adult learning. This is initial work and needs further analysis
to explore additional outcomes.
Section 3: Key Conclusions
For some projects, taking part in this research was challenging and became the first steps on a
new journey towards expressing the impact of their work. The funding systems in the UK mainly
focus on outputs rather than wider outcomes, impact and value.
Two of the eleven projects dropped out at an early stage because they were struggling to deliver
the actual project and needed to concentrate their energies on this. Each of the other nine
projects experienced fundamental changes in the way they considered their work. Four projects
are currently going through the verification process with the SROI analyses being assured by the
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SROI Network. Once this is completed, we will be able to share the indicators and values in the
same way as the outcomes domains.
Findings:
Learning providers started to move into a place where they can respond to the new policy
environment. The change in language of expressing outcomes and values in a new
discourse gave them a different ability to talk to partners and commissioners. Two of the
projects have already gained additional funding.
Locally, the methodology is useful as a quality improvement tool. It enables projects to
focus on one area of activity and consider it in a detailed and wide-ranging way. For
some projects this meant putting in place ways of capturing data for things that they had
not previously considered. For others, the process provided some stunning conclusions on
what was important to the learners and a sharp reminder not to speak of outcomes only in
the language of project management or funding bids but to truly listen to the learners for
what is important.
For example, for one learner, Suzanne (See below), it was not the qualification that was
important but the process of learning to learn and the related effects of being able to
establish routines.
Projects found assigning values to the outcomes to be the hardest part of the process. Yet,
the use of values enables the comparative importance of outcomes to be considered from
the point of view of the key stakeholders.
Even if it is not perfect, thinking about wider outcomes and values has enabled a different
and more informed decision-making process.
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Case Study: Suzanne’s Story
Suzanne first came to the Together Women Project (TWP) after being sentenced to a
Community Order with TWP. Suzanne was arrested for a drink driving offence that was her
first offence. Suzanne presented issues around domestic abuse and mental health that had
led to an increase in her drinking prior to her offence. Since her offence, Suzanne had left
her job and was experiencing high levels of social isolation.
Suzanne engaged with TWP weekly for 6 months where she received both emotional and
practical support around domestic abuse, alcohol misuse, debts and her mental health.
Suzanne also completed the TWP Lifeskills Course. Suzanne has left her violent
relationship, gained safe accommodation and has not had a drink for 8 months.
Suzanne expressed an interest in Learning to Mentor after her Key Worker spoke to her
about the training. Suzanne stated in her initial interview that she wanted to become a
mentor “because I think I can help others understand that there is light at the end of the
tunnel, the way that TWP has shown me.”
Suzanne completed the Mentoring training and the 10-week Workskills training. Suzanne
reported that the learning had given her a chance to understand that she could be a role
model and also how she could be a good role model. Suzanne claims she learned skills
around concentration, note taking and writing skills that made it easier and faster for her to
learn. She says, “I feel more confident now in myself now and more confident about doing
things that are new to me.”
It is very clear that the final ratio of funding input to social return on investment cannot be
compared across projects: it is context-specific and based on local judgments to inform local
decision-making.
The work when completed will provide one element of the wider evidence picture being
collected by the Government in England. On its own the methodology is not sufficient to make
the case for adult learning, but as part of a range of evidence, it provides a unique insight into the
wider outcomes of learning and what learners really value. It also offers a new discourse for
learning providers.
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Final words
I end with two quotations:
A local councillor: “Don’t come here making a special pleading for adult learning: show me
how to spend my money differently to make the impact I want.”
Geoff Mulgan: “Better metrics do not themselves deliver better outcomes. You can’t fatten a pig
by weighing it. But if you don’t have some means of weighing it you may find yourself unable to
persuade others it’s as fat as you believe.”24
24
Mulgan G. (2011) Effective Supply and Demand and the measurement of public and social value in Bennington J.
and Moore M. Public Value: Theory and Practice.
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Appendix One
The Eleven Adult and Community Learning Fund
SROI Projects
Dementia care learning groups for rural communities. This project established sustainable
community learning groups in rural areas of Oxfordshire to learn about dementia care and
develop practical ways to support members living with dementia and their care partners.
Growing London enabled 60 disadvantaged Londoners to develop the confidence, skills and
knowledge to lead positive change in their communities and across London through
participation in a container food growing project.
The Inside Out project worked with female ex-offenders in Hampshire to delivers informal
learning to a customer group who are typically disengaged from learning and provides a
platform for reinvigorating and motivating them to recognise education as a positive way to
progress.
Chester Football Club is community-owned. The project utilised its unique ‘community
reach’ to draw members, supporters and wider community into action-focused learning
environments designed to build volunteer capacity.
The Together Women Project, Learning to Mentor is a training programme designed to equip
women who have met the challenges of leaving behind an offending lifestyle to help other
women to do the same. Volunteers were supported and trained to become Peer Mentors using
this bespoke training programme.
Weardale Community Play project was a community history and heritage project offering a
variety of arts and media activities as a means to explore the legacy of lead-mining in the
Dale leading up to the creation of a large-scale community play.
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The Sage Gateshead Silver Lining project is an enjoyable, accessible and confidence building
music project supporting the health and well being of volunteers over the age of 50, care
home residents and their carers.
Communities ARC – Action, Reflection and Change was a partnership project involving
community members in exploring links between community development learning and
community action and participatory citizenship; increase understanding and capacity for
taking action around social and environmental justice, individual and community well-being,
and celebrate the strengths and cultural wealth within diverse and marginalised communities.
The Insiders’ Guide to journeys for learning and living project worked with 72 parent carers,
3 local authorities to kick start pathways to further learning by piloting pre/post course
materials around a parent training and support course called Insiders’ Guide to enable parents
to explore and practise new skills, lead fuller lives and raise a disabled child more resiliently.
The Scunthorpe New Futures with digital learning project utilised a mobile IT resource, and
a network of community stakeholders to engage community members by providing both
informal learning opportunities and formal progression routes.
The UK Centre for Carnival Arts supported 80 young disadvantaged adults (19+) and their
families, who have informally experienced the street skills of Carnival (through digital/urban
music, dance creation and performance) to engage in learning and establish progression
routes.
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Appendix Two
Adult and Community Learning Fund SROI:
Outcomes of adult learning
Introduction
As part of the Adult and Community Learning Fund (ACLF) – a grants fund from the Skills
Funding Agency, managed by NIACE – a group of ACLF projects were trained in SROI
methodology and mentored through the process. As part of this work, NIACE has drawn together
a common set of outcomes from all of the projects, which will feed into the Government review
of Informal Adult and Community Learning.
Outcomes of adult learning
Physical health
Increased/decreased physical stamina
Improved/deteriorated physical health
Better/less able to manage physical health
Improved/worsened diet
Increased/decreased physical activity
Mental health
Improved/deteriorated mental health
Improved/deteriorated mental well-being
Reduced/increased anxiety and stress
Reduced/increased incidents of depression
Increased/decreased involvement in positive activities
Less/more intervention from external agencies
Volunteering
Increased/decreased interaction with community through volunteering
Increased self-esteem through giving something back to society by volunteering
Gain skills for work through volunteering
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Relationships – other
Feel more/less supported through increased positive relationships
Increased/decreased support through new positive relationships
Improved/deteriorated existing relationships
Relationships – family
Improved/deteriorated family relationships
Improvement/deterioration in family routine
Strengthened/weakened bond between family members
Progression into further learning
Newly engaged/disengaged with education and training
Moving/not moving on to further education, training, volunteering and/or employment
Increased/decreased motivation and confidence to learn new skills
Employment/employability
Increased/decreased job satisfaction
Gain new/lose job-related skills
Utilising/under utilising skills in the workplace
Improved/deteriorated workplace communications
Increased/decreased career opportunities
Increased/decreased productivity
Gain new/lose employment
Increased/decreased motivation and confidence to seek employment
Autonomy
Increased/decreased personal responsibility for lifestyle
Increase/decrease in at risk behaviour
Increased/decreased ability to carry out day-to-day tasks independently
Increased/decreased ability and resilience to cope with everyday situations
Increased/decreased ability to contact appropriate professional agencies for help and/or
advice
Isolation/included
Reduced/increased social isolation
Increased/decreased involvement in community life
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Increased/decreased access to community facilities
Increase/decrease in communication skills
Self-esteem
Increased/decreased self-esteem
Increased/decreased confidence to take part in…
Increased/decreased sense of purpose to…
Developing a broader identity through new activity
Feeling more/less able to influence decision-makers and make a difference
Increase/decrease in communication skills
Other
Increased/decreased positive publicity
Feel more/less positive about local area
Engaging with more diverse groups
Increased/decreased uptake of local facilities
Save money
Less involvement with the criminal justice system
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Appendix Three: Useful Resources
Adult Health and Social Care
*Clifford, J., Theobald, C., Mason, S. (2011) The Princess Royal Trust for Carers: Social Impact
Evaluation using Social Return on Investment
http://www.carers.org/sites/default/files/prtc_draft_report_v7_final_version_3_with_edits.pdf
*Department of Health (2010) Measuring social value: how five social enterprises did it
http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/@ps/documents/digit
alasset/dh_122354.pdf
Department of Health (2011) Transparency in outcomes: a framework for quality in adult social
care
http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_1256
86.pdf
Department of Health (2011) Social action for health and well-being: building co-operative
communities: strategic vision for volunteering
http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_1305
07.pdf
*Frontier Economics (2011) Social Return on Investment: report for WRVS http://www.frontiereconomics.com/_library/publications/frontier%20report%20%20report%20for%20wrvs%202011.pdf
NHS Information Centre (2011) Personal Social Services Expenditure and Unit Costs England,
2009-10
http://www.ic.nhs.uk/webfiles/publications/009_Social_Care/pss0910expfinal/pss0910expfinal_
update_070311/Personal_Social_Services_Expenditure_Report%202009_10.pdf
Community Development
*New economics foundation (nef) (2010) Catalysts for Community Action and Investment: A
Social Return on Investment analysis of community development work based on a common
outcomes framework http://www.cdf.org.uk/c/document_library/get_file?uuid=adb92dad-831648fa-83e4-52021ba46189&groupId=10128
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Fall Institute 2012
October 14-16, 2012
Saint John, NB
Health and wellbeing
Mental Health Foundation (2011) Learning for Life: Adult learning, mental health and wellbeing
http://www.mentalhealth.org.uk/content/assets/PDF/publications/learning-for-life.pdf
OECD (2011) Compendium of OECD Well-being Indicators
http://www.oecd.org/dataoecd/4/31/47917288.pdf
Literacy, Language and Numeracy
The Centre for Literacy (2010) Social Capital Outcomes of Adult Learning and Literacy
Initiatives: how do we measure them? http://www.centreforliteracy.qc.ca/sites/default/files/SI2010-Lit-Review-FINAL.pdf
Young people
*Just Economics (2011) Fifteen London Social Return on Investment 2009/10
http://issuu.com/fifteen/docs/fifteen_sroi_2011
Other literature
GHK Consulting (2010) A Brief Guide to Economic Analysis: Living Well West Midlands
http://www.ghkint.com/Portals/4/LivingWell-ABriefGuidetoEconomicAnalysis.pdf
HM Treasury (2003) The Green Book: Appraisal and Evaluation in Central Government
http://www.hm-treasury.gov.uk/d/green_book_complete.pdf
HM Treasury (2011) The Magenta Book: Guidance for evaluation http://www.hmtreasury.gov.uk/d/magenta_book_combined.pdf
HM Treasury. (2007). The Magenta Book. Background Papers, Paper 5: what is sampling?
London: TSO. http://www.civilservice.gov.uk/wpcontent/uploads/2011/09/chap_4_Magenta_tcm6-8607.pdf
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Fall Institute 2012
October 14-16, 2012
Saint John, NB
Fujiwara, D. and Campbell, R. (2011) Valuation Techniques for Social Cost-Benefit Analysis:
Stated Preference, Revealed Preference and Subjective Well-Being Approaches http://www.hmtreasury.gov.uk/d/green_book_valuationtechniques_250711.pdf
New economics foundation (nef) (2009) Seven principles for measuring what matters: a guide to
effective public policy-making
http://neweconomics.org/sites/neweconomics.org/files/Seven_principles_for_measuring_what_m
atters_1.pdf
*Oxford Economics (2009) Explanation of the SROI calculation for Crisis Skylight Education,
training and employment centres for Homeless People
http://www.crisis.org.uk/data/files/donate/oxford_economics__crisis_skylight_sroi_report_octob
er_2009.pdf
Wadia, A. and Parkinson, D. for the Charities Evaluation Services (2011) Outcome and Outcome
and Indicator Banks: availability and use http://www.cesvol.org.uk/downloads/outcomeandoutcomeindicatorbanks-786-794.pdf
November 2012
P a g e | 19

Can Social Return on Investment for Adult and Community Learning

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