This paper traces the origins of the concept of personalisation in public sector services, and applies it to school education. The original conceptualisation stressed the need for 'deep' rather than shallow, personalisation, if radical transformation of services were to be achieved. It is argued that as the concept has been disseminated and implemented through policy documents, notably the 2005 White Paper, it has lost its original emphasis on deep personalisation. The focus in this article is particularly upon gifted and talented students whose education provides the best case example of how the theory of personalisation might work in practice. Two examples of the lessons in a sixth form college are used to illustrate the character of personalised pedagogy in practice. The implications for theory and practice are discussed.Personalisation is a contestable concept applied to the planning and delivery of public sector services in England. It was introduced into the policy arena following the publication of a paper from a think tank, Demos, by Leadbeater (2003). The concept was at first misunderstood as the individualisation of services, but personalisation is a far more socially-oriented idea. Leadbeater argued that personalisation could operate at five increasingly deeply structured levels. These were:• providing more customer friendly services; • giving people more say in navigating their way through services; • giving users more say over how money is spent; • users becoming co-designers and co-producers of services; • self-organisation by individuals working with the support and advisory systems provided by professionals.
When added to early rehabilitation, wearing a night splint on the affected ankle in stroke patients appears to be as effective as standing on a tilt table in preventing contracture at the ankle. However, since there was no control group, the prevention of contracture may have been due to other factors.
Currently English universities are responding to a recent government Green Paper which promises to deliver a raft of radical policy changes which could have a major impact on how excellence in teaching and learning is to be publicly acknowledged and rewarded. A significant, yet controversial proposal is the introduction of a «Teaching Excellence Framework» for universities. This paper examines and contextualises the current important policy debates and then presents some preliminary findings from a recent empirical case study which explored how research-intensive universities have valued, rewarded and supported excellence in teaching through institutional structures and also from the perspectives of academic staff responsible for teaching students. We argue that the reality on the ground for many academics is a sense of confusion and contraction around how their universities value and support high quality teaching and that there may be some way to go before some of the ideas and principles currently being discussed in the context of a national English Teaching Excellence Framework are fully embedded in practice.
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