Supplementary memorandum from the Department
for Education and Skills
1. I am writing with the further information
requested by the Committee following my appearance before them
on 12 May.
2. The Committee asked whether measurement
and evaluation of the scheme could be made public, and what external
evaluation had been done other than employer surveys.
3. All research commissioned by Investors
in People UK and the Department is in the public domain.
4. Research commissioned by Investors in
People UK (March 2003), based on a survey of 1,000 recognised,
committed and uninvolved companies of all sizes, reported that
awareness of Investors in People is at 97 per cent amongst employers.
The research also showed that employers believe there is a strong
association between Investors in People and business success:
82 per cent believe it helps people to achieve their potential,
79 per cent believe it increases business efficiency, 65 per cent
believe it provides a competitive edge for UK companies, here
and overseas and 62 per cent believe it delivers bottom line results.
(Within Europe, March 2003)
5. In 1999, research amongst 2,000 recognised
companies showed that 80 per cent of employers felt that they
had increased their customer satisfaction since becoming recognised
and 70 per cent had improved their competitive edge and productivity.
6. There are currently over 34,000 recognised
organisations in the UK. This equates to over 27 per cent of the
UK population working in a recognised organisation. The brand
is now so well recognised that it has been exported to 24 countries
where it is being used to support a range of EU, Government and
private sector initiatives.
7. Investors in People UK are embarking
on a pilot project with the DTI which will look at the impact
organisations' performance against the Investors in People Standard
has had on measures such as turnover, number of leavers, number
of complaints etc. The results of the pilot will be available
by the end of the year.
THE ROAMEF FRAMEWORK
8. The Committee requested further information
about the ROAMEF framework used by the DfES to evaluate its programmes.
9. The Framework is described in the Treasury
publication "The Green BookAppraisal and Evaluation
in Central Government". This constitutes binding guidance
for all government departments. The Green Book specifies what
the ROAMEF framework is and provides detailed guidance on how
departments should implement it. I have summarised the process
10. The ROAMEF framework sets out a six
stage process for appraisal and evaluation of Programmes, beginning
at the proposal stage. The acronym stands for Rationale, Objectives,
Appraisal, Monitoring, Evaluation, Feedback.
The first step is to establish whether
there is a clearly identified need and that any proposed intervention
is likely to be worth the cost.
The second step is to set out clearly
the desired outcomes and objectives of the intervention in order
to identify the full range of options that may be available to
The third stage is an appraisal of
the identified options, and the identification of the most appropriate
At stage four the best solution may
then be implemented and its performance monitored.
Step five involves evaluation of
what has happened during implementation and operation. Its main
purpose is that the lessons are widely learned, communicated and
applied when assessing new proposals.
The final stage, feedback, involves
the presentation of the conclusions and recommendations to decision
makers and key stakeholders.
Parts of the process may be repeated as necessary
before moving on.
11. As a department DfES is committed to
operating within the principles of the ROAMEF Framework. We have
our own internal departmental guidance on appraisal and evaluation.
We are currently at the advanced stages of producing updated guidance.
Using funding provided by the Treasury in the Year 2000 Spending
Review, we have instituted a successful programme of economics
training for policymakers, run by Durham Business School. The
importance of the ROAMEF Framework, and the practicalities of
how to apply it, are key aspects of this course.
12. The outcome of this process is high
quality evidence on the impact of the policy, its efficiency,
and its value-for-money. This is the sort of evidence we would
use in discussions with the Treasury with regard to how well the
policy is working, whether it could work better, and whether it
should be continued, expanded, adjusted, or abandoned altogether.
HE INNOVATION FUNDING
13. I offered to look further into the reasons
for the distribution of HEIF between intensive and less research
intensive Higher Education Institutions. I have reviewed this
with the responsible officials and there is nothing to add to
the evidence I provided on 12 May. Discussions on the way forward
with DTI are ongoing.
14. The Committee sought evidence that levels
of innumeracy and literacy had fallen. The Committee also asked
for statistics of people improving their numeracy and literacy
skills by specified target amounts, and also volumes figures for
those getting through Levels 1, 2, and 3 basic skills.
15. There is one point to correct in what
I said. The levels are referred to as Entry level, followed by
levels 1 and 2.
16. Skills for Life was launched in March
2001. Between April 2001 and July 2002 319,000 adults improved
their literacy, language and/or numeracy skills. It is estimated
that 23 per cent of these achievements were at entry level, 42
per cent at level 1 and 35 per cent at level 2. Statistics for
the period August 2002 onwards are not yet available, but we are
on track to meet the July 2003 milestone of 470,000 adults with
better basic skills.
17. We are focusing activity on working
with partners to drive up the quality of teaching and learning
in literacy, numeracy and language provision, in order to raise
learner achievement. National standards, core curricula for literacy,
numeracy and ESOL, a national Pre-Entry Curriculum Framework and
National Tests in literacy and numeracy have been successfully
introduced. All new teachers who wish to teach adult literacy
or numeracy in the post-16 sector are now required to gain qualifications
that meet the subject specialisations.