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Ginny, In my view, the SLCs request for two quotations, where possible, for the non medical helper services purchased through DSA is as much about inputs as outcomes. In other words, it is about the intentions, resources and quality assurance processes of the service as much as the cost per hour which appears in the quotation. The updated version of the SLC needs assessment template requests that the ‘best value’ quotation is used to indicate total additional cost to the student. Best value is not necessarily determined by cost. What is not clear at the moment is what the value indicators are or should be, and how comparative quotations are to be obtained or generated. What is clear is that the SLC are applying contestable market theory to the NMH marketplace. In theory, the mere threat of entry by competitors should be sufficient to induce existing firms in an industry to moderate pricing and pay some attention to quality and management issues. Of course this relies on the incumbents recognising themselves as suppliers in a market; I agree with your principle of asking questions about the environment – it is good basic professional practice to establish some sense of the various ‘systems’ round and about the workplace. Amanda Kent DSA needs assessor On Mon, 25 May 2009 22:23:47 +0100, Ginny Stacey <[log in to unmask]> wrote: >Dear Colleagues, > >SLC are proposing that quotes are tendered for delivery of study support >for SpLD/ dyslexic students. > >Below are my arguments about comparison of quotes as a method for making >decisions about study support. I would be very interested to hear what >anyone else thinks about the proposal for quotes. > >To add to the recent discussion about fees: At a meeting last week, >rates were said to show regional variations at a meeting recently, >depending on the cost of living in different parts of the country. > >Best wishes >Ginny Stacey > >~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~ > >For a quote you specify a price to deliver a particular product. Support >tutors can state a rate of pay; they can outline their approach to >support; but they cannot specify the outcome of support. The SpLD/ >dyslexic group of students don’t learn by standard methods, to standard >programmes or at standard rates. They have individual learning needs >which only become apparent as their course develops; their precise needs >can’t be specified at the outset, nor can the length of time needed to >achieve the skills development that results in the student using their >full potential. > >I’ve know it happen that one student and I thought she had all skills in >place and didn’t need support any more, but the next course presented >her with considerable difficulties and it took a fair bit of time to get >new skills developed and to get her confidence back. > >The needs evaluation interview takes 1 – 3 hours for a dyslexic/ SpLD >student. The assessor can get a feel for how well skilled a student >sounds to be. Until the students encounter the new course they won’t >know what problems they will face. They may not recognise where the SpLD >is holding them back, either. So during the interview the student may >not be able to give the assessor an accurate account of the needs that >will be encountered during study. > >As a needs assessor I found my recommendations ranged from: >is likely to need support throughout the course >through combinations of needing support during the first year, at the >beginning of the second year and while doing a dissertation >to may not need support, but four sessions should be available >immediately if problems arise; I would usually recommend a review by a >support tutor. The emergency four sessions meant that problems could be >dealt with as soon as possible and without having to wait while >negotiations took place for DSA funding. > >The aim of support is that the students become independent learners, but >the hours and way of working needed to achieve this aim cannot be >specified in advance, therefore quotes are not a suitable mechanism for >making decisions about study support for SpLD/ dyslexic students. >Setting up a system for quotes makes no sense to me at all. > >[To the physicists amongst you: In quantum physics, if you don’t ask the >right question about a system in the right way, you don’t get >consistent, reliable answers. In a parallel way, the quotes idea for >study support just doesn’t fit the reality of supporting students & >won’t result in cost effective, reliable decisions about support.] > >-- >Dr Ginny Stacey >Research Associate, Stein Lab Group > >Department of Physiology, Anatomy and Genetics >Sherrington Building >Parks Road >Oxford OX1 3PT