Tag Archives: General Election

Are There Lessons from Turnout at the Local Elections?

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Dr. Alistair Clark is Senior Lecturer in Politics at Newcastle University. He has written widely on political parties and elections, and has covered Scottish local elections since 2003. His current research includes electoral integrity and parliamentary standards. This blog was originally published on the Centre for Constitutional Change website.

Amid all the spin and recriminations about the results of the Scottish local elections, one story has barely been touched upon. This is that despite all the pessimism about participation, turnout for the council contest was up significantly to 46.9% from 39.6% in 2012. This was the highest turnout for standalone Scottish council elections for several decades. By contrast, the turnout for the six new Metro Mayors elected in England was poor for such a flagship piece of the UK government’s devolution agenda in England. Tees Valley recorded a turnout rate of only 21%, the West of England and Greater Manchester contests achieved 29% and only 27% of voters went to the polls in the West Midlands.

There had been concern about turnout amongst Scottish policymakers prior to the elections. Local elections are low participation and low information second order contests. In the aftermath of the 2012 elections, the Scottish Parliament’s Local Government and Regeneration Committee held an enquiry into low turnout, among other things (which, for disclosure, the present author gave two rounds of evidence to). This exercise was recently repeated with the Committee hosting a roundtable debate on turnout prior to the 2017 contests. Many would have been pushed to know there was an election on however. Most Scottish councils actually go so far as to ban campaign posters on council property (i.e. lampposts), which hardly help underline the importance of local issues.

edinburgh

In the event, turnout was high for local elections at 46.9%. Nine of Scotland’s 32 councils actually broke the 50% benchmark, with East Renfrewshire performing best at 57.8% (+9.4%), and Edinburgh Council just getting over that hurdle at 50.5% (+7.9%). There were some significant rises, with Aberdeen, East Dunbartonshire, and Scottish Borders all recording an increase of 10% or more, and eight others recording between 8-10% rises. In only three councils did turnout fall. Argyll and Bute recorded a 1.7% drop, while Orkney fell by 7.4% and, most strikingly, Shetland Islands declined by 13.5% to 41.2%. Only one council, Glasgow, at 39%, recorded turnout below 40%, although this was still up by 6.8% on 2012.

These figures are impressive for local elections, given that they were being held as standalone contests not combined with election to any other level of government. Equivalent local contests in England are often lucky to achieve around a third of the vote if held alone. It raises a number of questions however. Firstly, why did turnout rise? There are three likely reasons. It is a legacy of the high levels of registration and participation seen in the Indyref in 2014. A general election in June called by a pro-Brexit Prime Minister has undoubtedly heightened the political atmosphere, as has Nicola Sturgeon’s push for a second Independence referendum. Consequently, it is also likely to be a reflection of the polarisation between the SNP and ongoing revival of the Scottish Conservatives over the constitutional issue. The council elections were a proxy for this. Motivated voters turnout, and voters have undoubtedly been motivated by this question. Give voters something important to vote for and many will do so, even if this is not necessarily directly related to the issue at hand – running local services in this case.

Secondly, what does this mean for the general election in June? In particular, which party is likely to get its vote out on the day more efficiently? Differential turnout will be key. Former Scottish government Minister Marco Biagi suggested in a Tweet over the weekend that the pro-Independence parties (SNP and Greens) did less well at getting their vote out than the Unionist parties. More research needs done into this, but that Yes-voting Glasgow’s turnout was so low, and the formerly, and now once again, Conservative voting areas of Aberdeenshire, Perth and Kinross and the Borders recorded between 9 and 10% rises suggests there may be something to this. Higher turnout did seem to benefit the Conservatives, primarily at Labour’s expense, even in Glasgow.

Given the threat from the Conservative Party that has been talked up recently, the SNP will no doubt want to ensure that, if this explanation is correct, their sizeable army of activists is motivated for a considerable get out the vote (GOTV) operation and that they do so effectively. The local elections will act as a wake-up call for them. The Conservatives do not have the same number of activists but they will be well resourced, motivated and will likely target seriously narrowly a small number of potentially winnable constituencies since there are no prizes for coming second under first past the post.

Thirdly, why was turnout higher in Scotland than in what were also constitutionally important elections to the Metro Mayors in England? I have argued elsewhere that the UK government needed to do much more to engage the public with these new positions. As we have seen in places such as Hartlepool and Stoke on Trent, both of which had elected Mayors but voted to give them up, the devolution agenda can go into reverse if the public are not suitably engaged with important positions with significant powers. The broader lesson from Scotland is that engaging voters can work.

Rather than having election fatigue, Scotland’s political engagement seems to remain high in the run up to the general election, as demonstrated by turnout in the 2017 council elections. If people had been fed up of elections, participation would have been lower. The results will motivate both the SNP and the Conservatives, the SNP because they are defending so many seats, the Conservatives because there would be considerable pride in becoming Scotland’s second party at Westminster and taking the shine off the SNP’s dominance. Turnout will certainly be higher in the general election, although whether it hits 71% as it did in 2015 remains to be seen. What also remains to be seen is just who that higher turnout will benefit.

This blog originally appeared on the Centre for Constitutional Change website.

Labour’s future lies in co-operation and solidarity, not managerialism and party politics

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David Webb is a Lecturer in Town Planning at Newcastle University. His research has explored the governing principles behind urban management, in particular New Labour’s ‘top down’ housing market renewal programme. More recently, his interests lie in co-operative influences on the heritage conservation movement and the cultural heritage of co-operation.

This May’s election news was crushing for the Labour Party and the left. And yet the political promise of the leadership contenders looks uninspiring. In choosing its next leader, to inspire a comeback, Labour faces a choice between a left wing stalwart ready to stick to their principles and debunk the myth that Britain’s economic fortunes were caused by state ‘profligacy’ or a return to the Blairite vision of a socially tempered devotion to market governance. But there is another way, perhaps the only route available to Labour if it wishes to exploit the opportunities created by a politically fractured and polarised UK: cooperation and solidarity.

Working together

The Guardian’s election round-up offered a shrewd analysis of the relationship between the SNP’s landslide and the appeal of Labour to swing voters in the south. The SNP’s rise may not, it seems, have just been exploited by the Conservatives and the Murdoch press. It could actually have been actively encouraged as part of a deliberate electoral strategy. This amounts to a divide and rule approach aimed at undermining the solidarity of those opposed to the Tory party alliance of landed interests and financiers. But political pluralism can be used to strengthen solidarity as well as break it. The roots of solidarity do not lie in us all thinking the same, but in strengthening core values through mutual working while allowing freedom and diversity to flourish.

Co-operative working could be the key to realising strength from political diversity. As Johnston Birchall argued in the 1980s, in his book ‘Building Sustainable Communities’ , co-operatives are a highly malleable form of organisation capable of appealing as much to individualism as to collectivism (Birchall, 1988). Phillip Blond, architect of the Conservatives’ ‘Big Society’, also understood this. He hoped to use co-operatives as a means of promoting Anglican Conservatism and ‘family values’ over corrosive privatisation (Blond, 2010). With retrospect, Blond’s agenda never seriously challenged the Tory party’s neoliberal core. But the Coalition did demonstrate the ability of co-operatives, in different guises, to appeal across the spectrum, with 75% of neighbourhood planning initiatives having taken place in Conservative controlled areas (Geoghegan, 2013).

Co-operative Socialism, on the other hand, gave birth to the Labour Party, with many more members of the First International supporting Proudhon and Bakunin’s mutualism than Marx’s problematic dictatorship of the proletariat. John Ruskin and William Morris both demonstrate the potential for co-operatives to have a romantic appeal to the affluent classes, these days obsessed with local food and organic produce. Co-operative working, then, is a word than can be mobilised in conservative or radical guises to respond to the political challenges being faced.

Right to left

A retreat to the left by Labour now will lose them the election in 2020: they simply cannot match the weight of tabloid papers and Conservative ministers insistent on pinning austerity on reckless spending policies. All Blair’s new public sector management tools offered was a double whammy of conformist, bureaucratic service delivery and preparations for future privatisation.

Labour needs a new concept that will allow it to start on the right and draw the electorate to the left. This is, in fact, what David Cameron has been doing with his discourse on austerity. During the 2010 election he was much more circumspect about the causes of the economic crash. This time, backed up by a raft of neoliberal converts in the Lib Dems, he went all guns blazing to pin austerity on profligate state spending. Ed Miliband, meanwhile, offered an inconsistent message that veered between apologising for his party’s economic record and offering price control policies in areas like energy that came across as more of the same.

There have been occasional Conservative attempts to challenge market concentration which the Labour party might learn from. Their plans to increase house building will not work because of market concentration in land ownership and the development industry. But rather than confront these industries with regulation, gentle efforts have been made to encourage new market entrants, focusing on areas such as custom build where new building technologies and approaches already have the potential to challenge the big players. Labour could do the same, continuing the Coalition’s encouragement of co-operative local service delivery and exploring a range of ways to promote co-operative energy producers, house builders and utilities providers using innovative organisational forms rather than giant nationalised companies.

Co-operatives can be deployed as a means of market regulation, as a replacement for some rail services for example, thus helping to highlight the inherent failures of heavily regulated, privately delivered services. They have the potential to reduce the huge expenses currently directed at regulating bodies, contractual arrangements and business failures not to mention profit margins. But they also have the potential to maintain a basically neoliberal form of market delivery: something that will be essential in Labour’s early fight back against the Tories. In the longer term, examples like the anarcho-communist village of Marinelada in Spain show that radical forms of organisation can provide realistic and sustainable solutions (Hancox, 2013).

Rebuild

Co-operation has one last virtue that may prove crucial in 2020, which is that an alliance around co-operative principles may be stronger than a party system where Labour expends valuable resources fighting against the Greens and the SNP. If the south wants light touch regulation, give it to them by using co-operative thinking to inspire ethically conscious consumerism and regulation through local accountability. If Scotland wants progressive Socialism, then encourage a form of co-operative ownership of large public services and infrastructure akin to the Netherlands’ housing association sector. Solidarity from diversity. Yes, this is a vision that has neoliberal tinges, and that is why it offers the best base from which to rebuild.

 

References

Birchall, J. (1988) Building communities : the co-operative way Routledge & Kegan Paul: London.

Blond, P. (2010) Red Tory : how the left and right have broken Britain and how we can fix it Faber and Faber: London.

Geoghegan, J. (2013) Poorer areas see few neighbourhood plan applications. Downloaded 21st July 2015 from: http://www.planningresource.co.uk/article/1175787/poorer-areas-few-neighbourhood-plan-applications

Hancox, D. (2013) Spain’s communist model village.Downloaded 21st July 2015 from: http://www.theguardian.com/world/2013/oct/20/marinaleda-spanish-communist-village-utopia

The Whole Grain Truth

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Professor Chris Seal is a Professor of Food and Human Nutrition, and Kay Mann is a postgraduate student, within the Human Nutrition Research Centre at Newcastle University. They are calling for the next government to introduce clear guidelines on the amount of whole grain we should be consuming.

Whole grain truth

The evidence: Whole grains are good for us

Current literature suggests that those eating three or more servings of whole grain, compared with those that eat none or only small amounts, have a 20-30% reduction in their risk of developing cardio-vascular disease and type 2 diabetes. Higher whole grain intake has also been linked to lower body weight, BMI and cholesterol levels. Other research suggests that eating whole grains can make you feel fuller for longer and that you do not need to eat as much of a wholegrain food compared with a refined version to feel full.

The problem: The picture in the UK

Our new research on over 3000 UK adults and children who took part in the National Diet and Nutrition Survey (NDNS) between 2008 and 2012 shows that over 80% of us are not eating enough whole grains. Amazingly, almost one in five people don’t eat any whole grains at all!

One reason for this may be that in the UK there aren’t any specific recommendations on the amount of whole grain we should eat each day, other than the NHS Eatwell Plate advice to “choose wholegrain varieties whenever you can”. Countries such as the US, Canada, Australia and Denmark give much more specific daily recommendations. These range from a minimum of 3 servings (or 48g) per day in the US to between 60g and 90g per day for women and men in Denmark.

Three servings (around 48g) is equivalent to:

  • 3 slices of wholemeal bread
  • A bowl of porridge or wholegrain breakfast cereal and a slice of wholemeal toast
  • A portion of whole grain rice/pasta/quinoa or other whole grains

UK public advice about whole grains was first introduced back in 2007, when it was recommended to look out for ‘whole’ on food labels and to ‘choose brown varieties where possible’. We analysed whole grain intake from the NDNS back then and it seems little has changed in consumer habits since.

The amount of whole grain we eat in the UK is still very low – an average of around 20g a day for adults– compared with Denmark where the average daily intake is around 55g. In the UK, we tend to eat a lot of white bread, rice, pasta and cereals and lots of processed foods, all of which have no – or very little – whole grain in them and also tend to be higher in fat and sugar.

In Denmark, since the introduction of a whole grain campaign backed by the government and food producers, whole grain intake has risen by 72 per cent. We’d like to see a similar commitment here in the UK with a government-backed daily intake recommendation which can be used to develop successful public health campaigns.

So what are whole grains and what do they do?

Whole grains are defined as the ‘intact, ground, cracked or flaked kernel after the removal of the inedible parts such as the hull and husk’. This means that the three component parts of a grain – the outer bran, the germ and endosperm – remain in the final food product. Combined, these contain important nutrients such as fibre, vitamins and minerals and phytochemicals. When grains are refined to make white flour, many of these valuable nutrients are lost, and only a few are return with mandatory fortification.

Whole grains include; whole wheat (wholemeal), whole/rolled oats, brown rice, wholegrain rye, whole barley, whole corn/maize, whole millet and quinoa. The key is to look for the word ‘whole’ on an ingredients list and also for the ingredient to be high up on the list. These ingredients can be found in foods such as wholemeal bread, wholegrain breakfast cereals, porridge, wholegrain pasta and rice.

There are a small number of people that suffer from a gluten intolerance, which means that they have to avoid eating grains that contain high levels of gluten such as wheat, barley and rye. It is still possible for them to get their whole grains. Whole grain oats do not contain gluten but can sometimes be contaminated with wheat during harvesting and processing, others such as amaranth, buckwheat, brown rice and quinoa are also gluten free.

How whole grains have their effects is not clear. Certainly a key factor is better digestive health, but we also see lowered blood cholesterol, reduction in inflammation, lower body weight and lower weight gain in people who eat more whole grains.

The solution

We advocate:

  • the introduction of specific guidelines to promote whole grain intake in the UK
  • an emphasis on how easy it is to introduce more whole grains into diet – no major lifestyle change is needed
  • small tweaks to diet such as replacing white rice and pasta for brown, eating porridge or a wholegrain cereal for breakfast instead of a refined grain breakfast cereal, or swapping white bread for whole meal bread

Building up STEAM

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Professor Rachel Armstrong is Professor of Experimental Architecture in the School of Architecture, Planning and Landscape, and her Idea for an Incoming Government is to put the A back into STEM education. In British education, but also in our society, the arts play a part that fundamentally enriches, and Professor Armstrong urges an incoming government not to allow our cultural landscape to turn into a tedious shade of grey. Read about the Institute for Social Renewal’s other contributions to policy on our website.Building up STEAM

What’s the problem?

In a technologically advanced age, STEM (Science Technology Engineering and Mathematics) subjects are regarded as a fundamental way to boost the technological competence of our workforce. As a result, they have taken a central position in British education. While the original educational concerns that forged STEM promoted a more widespread uptake of these subjects, other commentators suggest that the term embodies synergies between these disciplines, which highlight the importance of cross-disciplinary collaborations in the innovation process.

After a period of activism where the innovative potential of collaborative practices invited the introduction of ‘A’ for arts into the acronym shortly after its conception, we find that our core competencies are abbreviated back down to ‘left’ brain activities. While absolute distinctions between ‘left’ (logical) and ‘right’ (creative) in itself is a controversial claim, the generalization symbolizes broad differences between the sciences and arts. The consequences, unintentional or otherwise, of omitting the ‘A’ may push us back to the Enlightenment views of a knowledge dichotomy that Snow challenged over half a century ago in his 1959, Two Cultures Rede lecture.

Presumably, the climate that has allowed the arts to wither from centre-stage education relates to a streamlining of investment that appears more directly related to immediate returns in employment, global competitiveness and economic growth. Newcastle City Council is living testimony to such measures, having had its creative arts funding slashed by 50% in 2013, provoking widespread outcry.

The solution

It is imperative that ‘A’ is immediately reinstated. Even Ada Lovelace herself, who is attributed to designing the first computer program and has become a figurehead for the recruitment of young women into STEM subjects, advocated a ‘poetical science’. It is also not sufficient to assume that the creativity associated with the arts and humanities will inevitably be infused into scientific subjects without specifically creating funded opportunities for this to occur and to keep on happening.

Moreover, justifying arts in purely utilitarian terms such as facilitating technological innovation and leadership in an efficient workforce completely fails to acknowledge their enduring enrichment of society and culture. Additionally, the future of the arts should be in no way enslaved to its enlistment to STEAM.

The evidence

Civilizations are more than a function of their economic growth. Their vigour is acquired through the hearts of their communities – and passions are not won by facts. So, while science claims a necessary position of neutrality, objectivity and distance from their studies, the arts are deeply immersed in their subjects. The objective goal of achieving technological advancement without investing in shared values will only take us so far in uniting people.

In this age of great challenges, it is imperative that we can think beyond the limits of rational solutions and deal with the uncertainties of our situation by venturing into unknown territories. The consequences of starving our students and civic communities of these skills are far more insidious and enduring than facing any financial crisis.

STEAM is not just a procedural set of issues aimed at managing the meaningful integration of arts with science but also draws attention to investments made in the arts at a national and European governmental level. The scientification of our society is embodied in a recent international conference entitled ‘The future of Europe is Science’ that proposed to address subjects such as ‘How will we keep healthy? How are we going to live, learn, work and interact in the future? How will we produce and consume and how will we manage resources?’. While many aspects of our lives can (within limits) be evaluated objectively, such as average income, or employment statistics, these questions cannot be exclusively served through an objective, empirical scientific analysis. Indeed, a Europe without humanities and arts feels a chillingly soulless place. Right now, we are faced with spreading neoliberal malignancy that is turning our cultural landscape into a tedious shade of grey. It is reducing our daily lives to the pursuit of one bottom line – money – where we are aware of the cost of everything and the value of nothing.

If we are to survive what is likely to be an extremely challenging century, where we face many contradictions that do not clearly present us with logical solutions, such as reducing the gap between the have and have not’s, tackling dramatic weather changes, combating drastic resource challenges and managing ideological conflicts, then we’ll need to be extremely imaginative across all disciplines. It is only through actively nurturing creativity from an early age that we will be able to do more with less, produce new kinds of value, work productively in partnership with nature and find new ways of working within constraints.

Importantly, while we actively acknowledge our limits, we must also relentlessly pursue new ways to transcend them. This simply cannot be done purely objectively. It requires personal investment, which means believing in common goals and embracing the seemingly impossible. If we are to protect and restore our heritage, our community and our faith in humankind then we need a different toolset that creates a counterbalance within STEM, one that that refuses to be answerable to sciences, yet also has the capacity to potentiate them, so that we can remain critical of developments – while also fulfilling our passions.

We should indeed build on firm foundations that ensure that our workforce, leaders and next generations have the intellectual and practical skills to be competitive on a global scale, but we must also sow the seeds of our culture with the imaginative flexibility to deal with the unknown, uphold a humane quality of life and to invent into new spaces that have never before existed. So, let us not forget the broader needs of our society when thinking about our institutional goals, national productivity and shared futures – and urgently invest in the creative capacity of people by putting the ‘A’ back into STEM.

Making school buildings fit for purpose

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In ‘Ideas for an Incoming Government’ no. 14, Dr Pam Woolner from the School of Education, Communication and Language Sciences argues that with pupil numbers rising, our schools are under pressure, and our school buildings need to catch up. Her idea is to make working with school students, staff and the wider community a priority in tackling the problem.

School buildings

What’s the problem?

Our school estate is not fit for purpose. Although this government and the previous Labour administrations have overseen new school building, it was long overdue and has not got anywhere near renewing or refurbishing all the schools in need. It has also led to very uneven provision: schools built over the last 150 years that have been designed for disparate understandings of education.

Meanwhile, student numbers are generally rising, putting pressure on this already-strained infrastructure. For the first time in decades, the UK is experiencing a sustained increase in birth rate which will translate into steady increases in school numbers. As Sarah Healey (then Director, Education Funding Group, DfE) commented in 2013, “this is not a very short temporary bulge […] so it will continue to be a challenge.” (Westminster Education Forum, 16.1.13).

This is concerning because there is an established, if not entirely understood, link between the quality of the school space and student outcomes. In particular, research shows that there are clear negative consequences of inadequate school buildings. Focused research has found direct effects on learning of specific physical problems including noise, high and low temperatures, poor air quality and limited learning space. Other studies reveal correlations between measures of school building and classroom quality with student outcomes including attitude, attendance and attainment. We can see how a poor school environment might contribute to a spiral of decline: this could involve declining student attitudes, increases in poor behaviour, reduced well-being and attendance, lowered staff morale and difficulties in staff retention.

Yet research into the physical environment of education also demonstrates that there is not a single perfect or ideal setting for learning. Although spacious, well-ventilated classrooms with good acoustics and temperature controls will tend to be beneficial, the suitability of other aspects of the school building will depend on what the school community wants to do: collaborative learning in groups, hands-on science, musical performance and sport all make particular, sometimes conflicting, demands on space.

The solution

There is some evidence that in effective schools, staff tend to engage with the physical environment and attempt to make it fit their needs. Other research suggests an important role for students in such evaluation and adaptation activities. In these processes, everyone comes to understand the helps and hindrances of their particular building much better and are able to make better use of it.

The evidence base reveals the negative effect of poor school premises, but it does not provide priorities for fixing them, and shows that there is no ideal to aim for. We need to understand the intentions and needs of the school community to design them an appropriate setting.

This all implies a necessity of actively involving school students, staff and the wider community in any redesign or rebuilding, helping them to think collaboratively about exactly what their requirements are.   There is expertise among architecture and design professionals to make such participation happen, but it needs to be a central requirement of rebuilding and refurbishment processes to ensure that it does. Unfortunately, it is this element of participation that is being determinedly left out of the current government’s funding arrangements for school rebuilding.

An incoming government needs to ensure that the understandings which school users have of education in their settings are brought together and developed to drive decisions in re-builds, re-designs and refurbishments. Ultimately, this is the most productive way to address the shortcomings of the school estate, which if ignored will detrimentally affect the education of the citizens of tomorrow.

The evidence

Bakó-Birób, Zs., Clements-Croomea, D.J, Kochhara, N., Awbia, H.B. and Williams, M.J. (2012) ‘Ventilation rates in schools and pupils’ performance’, Building and Environment, 48: 215-23.

Barrett, P., Zhang, Y., Moffat, J. Kobbacy, K (2013) A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59: 678-689.

Durán-Narucki , V. (2008). School building condition, school attendance, and academic achievement in New York City public schools: A mediation model. Journal of Environmental Psychology 28: 278-286.

Flutter, J. (2006). ‘This place could help you learn’: student participation in creating better learning environments. Educational Review 58(2): 183-193.

Maxwell, L.E. (2003) Home and School Density Effects on Elementary School Children: The Role of Spatial Density Environment and Behavior 35: 566 – 577

Uline,C. L. Tschannen-Moran, M., and DeVere Wolsey, T. (2009).The walls still speak: The stories occupants tell. Journal of Educational Administration, 47(3):400–426.

Woolner, P. (2015) (Ed.) School Design Together, Abingdon: Routledge

Woolner, P.and Hall, E. (2010). Noise in Schools: A Holistic Approach to the Issue, International Journal of Environmental Research and Public Health 7(8): 3255-3269.

Woolner, P., Hall, E., Higgins,S., McCaughey, C., Wall, K. (2007a) A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future. Oxford Review of Education, 33(1): 47-70.

 

Tackling Obesity – Through Planning and the Built Environment

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With obesity rates at crisis point across the UK, Dr Tim Townshend, Director of Planning and Urban Design within the School of Architecture, Planning and Landscape, discusses the part that our built environment has to play. Part of the Newcastle University Institute for Social Renewal‘s Ideas for an Incoming Government series, Dr Townshend argues that central government and local authorities need to take action now to promote healthy living in our communities.

Tackling obesity

What is the problem?

Rates of obesity have reached crisis point, with accompanying health problems (type 2 diabetes, coronary heart disease etc.). In 2007 the Foresight Report ‘Tackling Obesities: Future Choices’ suggested there was enough expert evidence to implicate built environment in the obesity crisis. The places where we live, work, go to school and spend our leisure time can either provide, or constrain, opportunities for physical activity and access to both healthy and unhealthy food. However, the planning system in England is ill equipped to act on this evidence.

This needs action now. Even if the influence of the built environment is small at the individual level, given its impact is over whole communities and that it generally survives several generations unchanged, it is highly significant in aggregate. The change in policy initially needs to address the National Planning Policy Framework (NPPF). The NPPF calls for the planning system to promote ‘healthy communities’, but it is vague in its focus and how this might be achieved.

Obesity is not the only health crisis to face the country – however, it is one in which intervention in the built environment could make a significant difference and interventions to tackle obesity have the potential to deliver broader health and well-being benefits. For example, there is evidence that providing adequate good quality open spaces will encourage physical activity – we also know that physical activity and greenery/green space are also linked to improved mental health and well-being. Moreover obesity is also a problem that has a distinct socioeconomic profile – poorer communities are more adversely affected by obesity and related health/well-being issues than their better off neighbours – and therefore addressing this issue can help tackle health inequalities through the planning system.

The Solution

Action by Central Government/ Department of Communities and Local Government (DCLG)

The NPPF:

  • The NPPF (or its replacement) needs to be strengthened – it should state that planning policies must deliver (not merely promote) environments that support healthy lifestyle choices.
  • The NPPF should be clear that policies that deliver healthier environments should be enshrined in core polices of the Local Development Framework (LDF) – i.e. not just Supplementary Planning Documents (SPD) so they carry enough weight to be acted upon.
  • The viability clause – paragraph 173 – must be rewritten. The elements which support healthy lifestyles, good quality public realm, greenspace, bespoke cycle provision are expensive – however ‘viability’ should not be used as an acceptable reason to remove elements of design in the planning process which are proven to be linked to healthy behaviours and outcomes.

More broadly non-planning actions DCLG should consider include:

  • Including directives that aim to improve health and wellbeing in other built environment guidelines – such as UK Building Regulations
  • Introducing a ‘healthy lifestyle’ kitemark or rating system (like that used for energy efficiency) for new buildings, particularly housing.

Action by Local Authorities

Local authorities should have planning policies that:

  • Deliver healthier lifestyles and greater well-being through the built environment incorporated in their Local Development Framework – to ensure enough weight is attached to these policies. Supplementary Planning Documents may be used to support and/or enhance core policies.
  • Enable ‘active travel’ (walking/cycling) to be ‘designed in’ as part of everyday life for communities wherever possible
  • Ensure adequate greenspace – in its full variety of forms (pocket parks; parks; sports pitches; garden allotments; wildlife areas etc) – is provided, particularly when new housing is developed
  • Restrict the proliferation of fast food outlets – in particular prohibit new outlets in the proximity of schools and children’s centres

More broadly:

  • Ensure the new public health responsibilities in local authorities (Public Health Boards etc.) are fully linked into to planning practice – for example through robust review processes.

The evidence

There is a vast body of evidence, it’s not all in a form that can be used by planning – however the Government Office for Science Foresight Report provides a useful summary:

FORESIGHT 2007. Tackling Obesities: Future Choices – Project report. London: Government Office for Science.

Also see:

LAKE, A. & TOWNSHEND, T. 2006. Obesogenic environments: exploring the built and food environments. The Journal of the Royal Society for the Promotion of Health, 126, 262-267.

TOWNSHEND, T. G. & LAKE, A. A. 2009. Exploring obesogenic urban form, Theory, policy and practice, Health and Place, 15, 909-916.

Townshend T.G. (2014) Walkable Neighbourhoods: principles, measures and health impacts, in Burton E., & Cooper, R Well-being and the Environment, Oxford, Wiley-Blackwell

TOWNSHEND, T.G., GALLO, R. & LAKE, A.A. (May 2015) Obesogenic Built Environment: Concepts and Complexities in BARTON, H., GRANT, M., THOMPSON, S., & BURGESS, S. (Eds) The Routledge Handbook of Planning for Health and Well-being, Abingdon, Routledge.

School-Community Advisory Groups: ‘Turning Schools Inside Out’

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To turn schools inside out, develop a localised community curriculum, argues Professor David Leat from the Research Centre for Learning and Teaching (CfLaT), School of Education, Communication and Language Sciences. To read other Ideas for an Incoming Government, view the entire series hosted by the Newcastle University Institute for Social Renewal blog.

Turning Schools Inside Out smaller

What’s the problem?

We have a national curriculum which lays out what should be taught to school pupils.  When the National Curriculum was first introduced the mistake was made of cramming in too much content and successive reviews have chipped away at this content.  However it is increasingly recognised that schools need greater freedom to offer a curriculum that is locally developed to reflect local resources, issues and needs for a proportion of the school week.  We need a policy which allows and supports schools, in partnership with local stakeholders, to develop a localised community curriculum.

The solution

Schools should be able to apply to the DES for licence to devote between 20 and 40% of their school year to curriculum which is developed locally in partnership with community stakeholders which would include businesses, community organisations/charities, specialist societies, public services and universities.  The submitted plan would include the aims of such curriculum work related both to the goals of National Curriculum and to individual school aims and characteristics of the region/locality.  Once accepted the plan would be included in the school inspection remit.  Relevance comes from the meaningful work that is produced by the students which will address many of the challenges facing schools in relation to motivation, behaviour, transitions and wider educational outcomes (such as self-concept and resilience).

In practice schools would establish a community curriculum advisory group (CAG) which would advise and assist in developing inter-disciplinary, challenging and authentic projects for the students.  The advisory group would consist of 5-12 members (larger in large secondary schools) drawn from the constituencies outlined earlier, but including one or two governors.  Many might be parents and there should be a minimum of one from the business community and one from the culture/arts sector.  The school would have the final say about the composition of the CAG.  The aim of the CAG would be:

  1. To review curriculum plans for year groups or subject departments;
  2. To advise on and support curriculum development that uses the potential of the locality and community – thus acting as a conduit for school-community relationships;
  3. Have regard to soft skills and EU competences;
  4. Guide and support the school in recognising and validating the wider learning outcomes of school students, from both school activities and out-of-school activities – which would include possible development of digital portfolios.

The school could also submit an application for a community curriculum award at one of three levels (for the sake of argument: bronze, silver and gold).  Such an application would have to include evidence of the wider learning outcomes for the students, and of the ‘products’ generated by the students validated by users or others in the community.

Benefits

  • The policy would make a substantial difference to schools, allowing them to release the creativity of staff and school leaders and free them from the excesses of ‘teaching to the test’.
  • Pupils would feel the difference through the authentic work and challenges that they are offered – thus engaging with work that matters.
  • Universities would feel the difference in having students who are better prepared for research and both collaborative and independent study.
  • Employers would benefit from having employees who have a wider spectrum of skills (with no diminution of basic skills).
  • The creation of CAGs would also bring fresh air to the feverish issue of accountability.  Currently the government and its agent, Ofsted, determine the criteria for judging the performance of schools.  This is an over-centralised model which is unresponsive to local need and creativity.

There would be teething troubles over how representative CAGs are and it is important that schools have control of their composition, so that they do not feel that they are being ‘done to’.

The evidence

A Demos report (Sodha & Gugliemi, 2009), detailed the disaffection and alienation evident amongst young people of school age, and the harm that they encounter.  Recently, an Independent Advisory Group, coordinated by Pearson, recommended that England must adopt a framework of key competences such as that developed by the European Union (e.g. learning to learn, working as part of a team and intercultural competence) AND a recognition of vocational learning for ALL students (Anderson 2014).

The RSA have produced a report (Facer 2010) which summarises the literature relating to ‘Area Based Curriculum’ and reporting on two ABC projects in Manchester and Peterborough.  The outcomes in Peterborough, where Curriculum Development Partnerships were pioneered included:

  • Teachers learned about the locality and felt more connected
  • School and partner representatives reported a change to the way organisations engage with schools
  • Partners reported that more schools are now open to working with outside agencies

In the US there is a substantial resurgence in interest in Community Education (although with a greater involvement of social workers that we are suggesting) and here the evidence is for far greater engagement.  ‘High Tech High’ in California has a very high profile and reputation for project based work, often but not always, linked to the community (http://www.hightechhigh.org/about/results.php).

 

Finding ways of sustaining small town regeneration

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Dr Neil Powe is a senior lecturer in Newcastle University School of Architecture, Planning and Landscape, and he writes the latest Idea for an Incoming Government about the regeneration of small towns, arguing for a new approach.

Sustaining growth in small towns

What is the problem?

Small towns are rural settlements whose fortunes have reflected many structural changes in the economy.  Whilst some small towns have become vibrant centres, successful business locations and/or desirable residential and tourist locations, others, despite their potential, have struggled to adapt to the challenges faced.

Whilst assistance has previously been provided to help these rural settlements regenerate, it is arguable that there has been a failure to match the process to the challenge. As suggested by Powe et al., (2015, p179) “government-initiated programmes tend to reflect the political realities of transitory and generic support for rapid delivery, whereas the practical realities of regeneration require a sustained, collaborative, spatially-sensitive process of change.”

In the current climate of austerity, external agencies are less likely to get involved in encouraging change. With local authorities increasingly focused on their statutory roles rather than regeneration activities, they are also unlikely to provide much support for community capacity development or accessing external funding.  Whilst there are good reasons to be concerned about the lack of regeneration funding, it is important to also reflect on the efficacy of the government-initiated programme model of regeneration and consider if there are alternative approaches which are more appropriate and applicable to the long term process of regeneration.

The solution

There is a need to be more realistic about what can be achieved through government support and new regeneration models are required.  ‘Big fix’ external prescriptions will generally not work.  Instead, successful processes are developed through repeated ‘small wins’ over long periods.  Whilst lessons have been drawn from regeneration schemes in the US before, there has been a failure to focus on the charitable nature of their initiatives.  Indeed, charitable organisations can be less transitory than government agencies, both in terms of their nature and their underlying principles.

In the UK context there is a growing realisation that innovative approaches are required to small town regeneration, with community enterprises providing one of perhaps many alternative approaches which better match the process to the challenge.  Whereas social enterprises are responsible for running a specific business or service, charitable community enterprises are more focused on a particular place and can play a crucial role within regeneration.  As long as the enterprises run by the organisation remain viable they can provide locally based expertise to help manage the regeneration process.

The evidence

These findings are based on two research projects.

The first research project (Powe et al., 2015) was a review of past experience of small town and other forms of regeneration which confirmed the tendency for government-initiated approaches to fail to match the regeneration process to the challenge.  This project also extended understanding by considering the favourable case of an unusually long running government-initiated scheme.  The role of the Regional Development Agency was found to be essential in providing initial momentum, facilitating engagement, bringing new ideas to the regeneration process and removing blockages which would have been difficult to deal with locally.  Yet, consistent with other previous initiatives, frictions emerged as the agency strived to be over-directive. There was little local ownership in the partnership formed, or awareness of local history or culture in its scale of operation.  The partnership also did not have any assets upon which to sustain its efforts (although efforts were made to achieve this).  When external funding was withdrawn the local partnership folded.

The second research project is still ongoing but builds on the work of Healey (2015) (also at Newcastle University) which demonstrates the merits of a specific community enterprise in Wooler, Northumberland.  More recently, this work has been extended by Neil Powe to other community enterprises engaged in small town regeneration.  Whilst some enterprises do fail, lessons are being learnt and exemplars are emerging which demonstrate that this approach has potential to better match the process to the challenge.  For example, for approximately twenty years there has been sustained effort and local expertise within Wooler and another Northumberland town, Amble, which has led to significant but incremental regeneration.   Within these charitable trusts short term political objectives are put to one side and there is instead a focus on the mutual interests of regeneration.  Clearly the relevance of the community enterprise model will depend on the specifics of the individual town but the research demonstrates the potential at least to develop new innovative models which are more appropriate to the regeneration challenges faced.

Healy, P. (2015) Civil society enterprise and local development, Planning Theory and Practice, 16(1), 11-27.

Powe, N.A., Pringle, R. and Hart, T. (2015) Matching the process to the challenge within small town regeneration, Town Planning Review, 86(2), 177-202.

 

Freeing public service to perform

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Dr Toby Lowe from the Centre for Knowledge, Innovation, Technology and Enterprise (Newcastle University Business School) presents his Idea for an Incoming Government: make public services more effective. He urges us to move away from a ‘Payment by Results’ approach, and suggests alternatives that would cope better with the messiness of the problems we face in our society.

What is the problem?

Governments have attempted to make public services more accountable for producing desirable social outcomes. From reducing reoffending to helping the long-term unemployed to find work  increasing numbers of programmes are commissioned using a ‘Payment by Results’ approach (PbR).

The rationale behind seems compelling – we should only pay for work undertaken that is effective in solving the problems that society has identified. Unfortunately, the evidence suggests that PbR creates a paradox – programmes commissioned on this basis produce worse results, particularly for those with the most complex needs.

There are two reasons why this is the case:

Firstly, real life is complex and messy. But PbR programmes need life to be simple and measurable. They require that desired ‘outcomes’ can be easily measured – because payments are triggered by these measures. Unfortunately, the complex social issues which social interventions most often deal with are frequently those that are most difficult to measure. Take, for example, tackling obesity. Body Mass Index (BMI) is the measure that is most frequently used to measure obesity.  It is used a measure of obesity because it is easy to measure: it is a simple measure of weight in proportion to height. Anyone with a BMI of more than 25 is overweight. Anyone with a BMI of more than 30 is obese.

Unfortunately, real obesity is much more complicated than that. BMI doesn’t effectively measure obesity for children, individuals with different body shapes, with different exercise regimes, and with certain medical conditions.  According to BMI measures, this woman, Anita Albrecht, who is a personal trainer, is very overweight, and is only one BMI point short of being clinically obese.

Anita Albrecht

So what happens if you use what is measurable as mechanisms to pay by results? You end up wasting time and money targeting obesity programmes on people like Anita – because that’s what simple targets, which are abstracted from the intrinsic messiness and complexity of life make people do.

The second reason that PbR makes it more difficult to create good outcomes is that they work on very simple cause and effect logic: if you are going to pay a person or organisation for producing a result, then you need to know that it was that person or that organisation which did it. How else do you know who to pay?

Unfortunately, the messiness of real life gets in the way once more. Real outcomes are emergent properties of complex systems. Look at the complex system which lies behind obesity as an issue:

Causes of obesity

This is the reality of what causes obesity. If you pay an organisation to undertake obesity activity, they can only influence a small part of this system.  Whether people actually end up obese or not is the result of the interaction of a hundred other factors.

If you pay people or organisations on the basis of whether they achieve particular results, you are asking them to be accountable for things they don’t control. As a result, they learn to manage what they can control – which is the production of data. This is the evidence about what people do:  They reclassify what counts as success (for example, counting trolleys as beds in hospitals in order to meet waiting time targets). They only work on clients who they know will provide the desired results, and they ignore the more difficult clients. They ‘teach to the test’ – only doing things which relate to what is measured, ignoring people’s needs that don’t fit into the simple measurement framework. And if all else fails, they simply make up data.

They do this because Payment by Results is nothing of the sort. Payment by Results should really be called ‘Payment for Data Production’. It changes the purpose of people’s job from helping those in need to producing the data which gets them paid.

All this is an enormous waste of resources. We end up paying huge fees to organisations who can play the data production game well, rather than those who are good at helping people. We waste resources paying organisations not to help those most in need.

The solution

The evidence is clear. If you want to achieve good outcomes, don’t pay by results. Evidence shows that these alternative approaches are successful:

1) Use systems thinking and invest in relationships. Design systems around people’s needs. Invest in organisations that build relationships with clients, and so who understand their needs authentically. Commission locally, so that the organisations have a connection with the people they serve.

2) Promote horizontal accountability. Make practitioners accountable to one another for the quality of their work. Create mechanisms for peer-based critical reflection, such as Learning Communities.

3) Create positive error cultures. Create cultures in which people talk honestly about uncertainty and mistakes – because this is how people learn and improve.

 

Extending Choices and Access for the Poorest to Low Cost Private Schools in India and Africa

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Dr Pauline Dixon from E.G West Centre, Newcastle’s School of Education, Communication and Language Sciences, draws our attention to international aid in the latest Idea for an Incoming Government hosted by the Social Renewal blog. In particular, she argues that the evidence supports financial contribution towards low-cost private schools in slums of the developing world.

Low-cost private schools

What is the problem?

A large body of research published since 2000 has documented the significant and growing contributions of low-cost private schools in slums and villages of developing countries around the world. In India, Pakistan and Africa these schools have been shown to have better facilities, teacher attendance and activity as well as higher student achievements than government schools. And this is all achieved at a fraction of the teacher costs. Low cost private schools are already contributing to quality “education for all”.

However, even though many poor people are able to access low cost private schools costing £4-£5 per month, others are so poor that they are unable to afford the fees. If international aid were to be given at the grassroots level in the form of targeted vouchers and/or conditional or unconditional cash transfers, then this would assist the poorest to access a better education for their children.

International aid regarding schooling in the developing world needs to focus on quality “Education for All” and not just getting children into ‘schools’ that may be ineffective. Aid agencies should start to consider assisting the poorest parents in gaining access to the better quality and more effective and efficient low cost private schools that already exist in city slums as well as rural areas in Africa and India. Parents voting with their feet away from state education that is failing their children have set an agenda that international aid agencies need to appreciate and acknowledge.

The solution

An education voucher may be a coupon or a cheque that a government or philanthropist provides to parents for them to spend with an education provider of their choice. They may be used as part or whole payment for schooling, which could be in the state or private sector – but typically an approved school participating in the voucher programme. It is possible therefore, through the use of aid vouchers, for funds to reach the poorest at the grassroots level, minimising waste, corruption and theft whilst focusing on efficiency and effectiveness. It is now time that such alternative means of allocating international aid be given a true hearing.

Some, such as Joseph Hanlon et al., also suggest that just giving money to the poor is the best solution to ending poverty. Hanlon et al provide evidence from cash transfer programmes around the world, setting out a case to show that cash transfers given direct to the poor are efficient because recipients use the money in a way that best suits their needs. Cash transfers can be unconditional (no conditions attached for gaining the cash) or conditional (the recipients are required to do something to get the cash transfer). Mothers usually receive the transfer and, in addition, some programmes give money to the student. They can have a broad target or a narrow target providing a very small or large proportion of household income. Typically, conditional cash transfers (CCTs) request those in receipt of the cash to make specific investments in their children’s education and health. The two largest CCTs are in Brazil and Mexico – Bolsa Família and Oportunidades respectively. Chile and Turkey’s CCT programmes focus on the extreme poor and socially excluded, and in Bangladesh and Cambodia CCTs aim at reducing gender disparities in education.

The conditions of the CCTs generally require parents to make investments in their children’s human capital in the form of healthcare and education. The education conditions have typically until now focused on government school enrolment. That is, the child’s school attendance requirements are set at between 80 and 85%. Focus could now be on the low cost private schools’ sector, which would be part of the ‘condition’ of the transfer. The child would need to access a school of ‘quality’ that would increase their attainment and ability, and not merely prove ‘attendance’.

The evidence

In India, randomised control trials have illustrated the advantages of directing funds to the poor through an alternative provider and management sector. The ARK (Absolute Return for Kids) Delhi voucher programme funded by a London based charity has been shown to provide access to the poorest as well as to benefit girls from the poorest families in society. Some of the poorest children in the slums of Delhi started school in 2011 using ARK vouchers. They are attending schools of their own choice. At the end of year one of the voucher scheme, children in both control and treatment groups were tested again in the standardised tests. The results show that there is a positive and statistically significant impact of the voucher programme on math achievement. The voucher adds up to about £100 per year and includes the payment for fees, books, uniform and meals.

The Punjab Education Foundation (PEF) has been running the Education Voucher Scheme (EVS) in Lahore since 2006. In 2011 a total of 40,000 vouchers were offered in 17 districts including Lahore.  Over half of the voucher recipients are girls. The aim of the scheme is to allow the poorest of the poor to have equal access to quality education. The LEAPS project found that children in low cost private schools in Pakistan were 1.5-2.5 years ahead of children in government schools.

In Columbia, the Programa de Ampliacion de Cobertura de la Educacion Secundaria (PACES), was set up 20 years ago and provided vouchers to help 125,000 children from low-income families. Researchers tracked the children over the years. They also tracked a similar number of families who had applied for, but were not allocated vouchers due to limited numbers. The results show:

  • Parents who were given vouchers opted to send their children to private schools and not keep them in the state system
  • The children stayed on until 8th grade (about 13 years old), were less likely to take paid work during school time (therefore concentrated on their studies) and they scored higher in achievement tests than their peers attending government schools.
  • The number of youngsters graduating from high school rose by five to seven per cent and they were more likely to try for university.

Looking at the evidence regarding cash transfers, this shows that they are not only affordable for donors and governments, but provide immediate hardship and poverty reduction for those in receipt of the transfer. They facilitate economic and social development, initiating the potential to reduce long-term poverty. Providing those at the grass roots with a monetary payment, which is regular, assured, practical to administer, fair and politically ‘acceptable’, allows the poor to be in control and in charge of their own development.

References:

Watch Dr Pauline Dixon’s TED Talk on how private schools are serving the poorest in Asia and Africa and why, how and whom they are run and supported by: https://www.youtube.com/watch?v=gzv4nBoXoZc

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