Reproduced with permission of the copyright owner. Further reproduction prohibited without permission The societal impact of the World wide web--key challenges for the 21st century
Burn, Janice M; Loch, Karen D Information Resources Management Journal; Oct-Dec 2001; 14,4; ABI/INFORM Global
potential teachers; the Young Foundation†s work shows how digital technology is leading to increasingly creative responses to social issues
Projects range from encouraging local people to write their own blogs and training for council officers on how to engage with communities via the web, to the creation
iv Ofcom Adults Media Literacy 2010 v http://www. scribd. com/doc/32819785/Orange-s-Digital-Election-Analysis
/xv Ofcom digital literacy report
1 Study on Social Innovation A paper prepared by the Social Innovation exchange (SIX) and the Young Foundation for the
particularly in relation to goals of better health education, employment or the environment, rather than focusing exclusively on the public, private or non
housing and education) and opportunities for learning and employment 8 •Public sector Innovation †growing social needs, together with
The European Research Area Board, chaired by Professor John wood recently outlined its vision for the European Research Area towards 2030.
of learning and eldercare to new ways to reduce waste, empower communities and transition to a low carbon economy †and there are many
Social innovation may indeed involve finding and training more social entrepreneurs. And it may entail supporting the organisations
secondary school. In addition to schools New Lanark set up a crã che for working mothers, free medical care, and comprehensive education, including
evening classes. There were concerts, dancing, music-making and pleasant landscaped areas. His ideas inspired emulators all over the world, and New
CIDA), City Campus, the first private higher education institution in South Africa to offer a virtually free business degree to students from disadvantaged
backgrounds and Karen Tse, founder of International Bridges to Justice 2. Movements for change Seen through another lens,
organisations learning to renew themselves. The Internet came from within the US military and the early understanding of climate change from NASA
themselves in the business of learning new habits, rules, and ways of seeing and doing
•Learning and adaptation to ensure that the innovation achieves social impact and continues to do so as the environment around it changes
through networks which help to spread learning and best practice. One example is the sustainable urban development network URBACT,
For example, Mars in Toronto, links a university, hospital, business incubator, alongside a social innovation investment fund.
leaders and postdoctoral students and in the Basque Country, the world†s first experiment in creating a †social silicon valley†is currently underway
education It is difficult, however, to find accurate measures of the size and scope of the
and around professions (doctor, teachers, police &c. Despite the fact that there are significant barriers to innovation (such as departmental silos, audit
industries †such as health education and care, but it is also because business leaders are beginning to see the social innovation as a field for creating new
education, health and care †but increasingly also areas such as housing culture and sports and;
including adults with learning difficulties, people with physical disabilities and people suffering from mental ill-health
society organisations and new training programmes for third sector leaders and social entrepreneurs. One of the most recent trends,
4. Training and skills 5. Venture philanthropy Tackling Social Exclusion †Barka Foundation for Mutual Help, Poland
through its various housing, education and vocational training programmes has assisted over 50,000 people in the last ten years
which provide general education as well as skills training. Some of the residents spend only a year or so with Barka to get back on their feet, typically
which values education and rehabilitation into society highly, The Halfway Foundation works with those who are willing to recover
providing daily clinical care assistance and education, as well as teaching family members about the disease and how to treat their relatives
school dropout by providing education, training, and employment paths in Urbanizaã§Ã£o Casal da Boba, in Amadora in Lisbon
school dropout rates are high and violence, crime, un-documentation integration difficulties and social exclusion are common.
on this programme), to a number of programmes working with school age children to encourage them to stay in education
The †If you Keep studying†project currently involves 120 children through two occupational activities †martial arts and a youth orchestra.
allowing students who achieve the minimum requirements to train as hairdressers at school. In the two years it has been
running, all of the 22 pupils who took part are in full time employment. This 53 project has become sustainable through the support of the municipality, and
Training and skills †the School for Social Entrepreneurs, UK The School for Social Entrepreneurs (SSE) was set up in 1997 by Michael
Young, who had previously set up the Open university, the Consumers†Association and roughly 40 other organisations
small groups (Action Learning Sets) study their own actions and experiences in order to learn and improve their capacities.
Among SSE students, there is an even split between men and women and a range of educational experiences †from
Students currently range from 19 to 74 years of age A recent evaluation by the New Economics Foundation (NEF) concluded that
the SSE€ s learning programme has been highly successful: roughly 85%of all organisations established whilst at the SSE are still in existence
Guide made up of Quality Standards and Learning Resources. Each school is provided with a range of supports which include branding, web and tech
inclusion †to make multi-faith education a reality in Ireland and strengthen immigrant rights in the region and;
education, recycling and energy management of the home. xc Some of this remains at the level of the individual household, but there are growing
homesharer is a student who can help with household chores in exchange for accommodation. While most older people would prefer to continue living in
1992 by the University in Darmstadt to meet the accommodation needs of students and the needs of older people for help in the home.
Between 1996 and December 2001, it was run by the German Red cross (Deutsches Rotes Kreuz) in co-operation with the Department of Social Pedagogy (FHD/FBS
Since then homeshare schemes have spread all over Germany, the most successful of which is in Cologne.
It is coordinated by Cologne University and the City council, and between 2005-2008,240 students used homeshare, and
90 people over 60 provided accommodation. In Germany, homesharers often provide a mix of help and a modest rent
now coordinated by universities, not-for-profit organisations, local or regional authorities (town halls,'Diputacion',regional government departments
university, so successful that the majority of students at Barcelona University have at one point during their studies,
sustain good codes of practice and influence policy in housing and the social sector. Resources available from Homeshare International include a directory
rehabilitated with on-the-job skills training. These cooperatives provide a range of services including carpentry, plumbing and decorating and
by several major universities show that 72%of those who completed the programme at San Patrignano are reintegrated fully into society and remain
in the field for which they have received training at San Patrignano. The relapse rate for those who complete the programme is less the 8%.Of the
within the University of Wales. xcv Spice has disseminated †community time credits†within public services and is the only credit system in the UK which
university and allows volunteered time to be exchanged for waived tuition fees and Fureai Kippu in Japan,
engineers, students and small manufacturers, the UK based business Riversimple is creating the first, open source, highly energy efficient eco car
Capacity support (training infrastructure, IT networks, lesson learning Law general regulation Reporting requirements metrics, audit
67 1%of total budgets for innovations •Financial devices that support innovation (for example Social Impact
whether through intermediaries, universities, or civil service colleges •Procurement †mobilising public procurement to support promising
innovations •Outcomes based commissioning •Focus on the social impact of next generation networks, which can play
some experimentation and rapid learning Within any government we argue that social innovation should not be the
education and health by linking small scale actors †such as associations social enterprises and foundations to big institutions, laws and regulations
2. Learning about the users 3. Analysis 4. Idea and concept 5. Test of new concepts
politicians to develop co-creation approach in all the high schools. The other 78 residencies will be dedicated to employment, health, democracy, social
networks, universities, transport and food systems. cii Another project run by the 27th Region is Atelier 27, a monthly workshop with
incubated in the park, with access to training, mentoring and evaluation in the process. Specific training for upgrading the quality of services for third
sector institutions, organisations and enterprises will also be available, in the form of a †Social Innovation Academyâ€
Innovation Universities Innovation focused universities could play an important role in supporting and accelerating the development of social innovation.
They could spread awareness of methods, tools and approaches to innovation, and also provide the †safe spaces†which are crucial for enabling social innovation to spread
Aalto University, Finland Due to launch in January 2010, Aalto University, or the so called †innovation
universityâ€, is created a newly institution merging three Finish universities The Helsinki School of economics, The University of Art and Design, and The
Helsinki University of Technology. Aalto is a response to the Finish government†s aim for educational reform.
The university will aspire to transform existing disciplines, creating hybrids and in turn its own specialised disciplines.
At present the university is funded with â 500 million from the government and â 200 million of donations.
Students are to have a high involvement in the running of the university, being involved actively in
different themed planning groups. In the preparation and running of the university three primary research projects have been established:
Sustainable Communities, Neuro Applications, and Economics and the Internet of the Future. Workshops will be run to enhance co-creation of ideas and services
between the three institutions involved in the hope to create a diverse and wide-reaching hybrid.
Aalto have a wiki (http://wiki. aaltoyliopisto. info intended for internal sharing and communication of ideas in the preparation
and implementation stages of the university†s inception. cvii Pro-innovation cultures 83 Whether or not social innovation becomes embedded within an organisation
education, public health and e-governance, and acted as a catalyst for continued innovation in dealing with some of society†s most pressing public
American Government case studies including Milano Graduate school University of West indies, and the Hong kong Polytechnic University. The
Ford Foundation is a founding donor of the Innovations in American Government Awards 85 Participation
Over the last few decades, there has been an explosion of methods designed to engage citizens in the deliberation and formulation of public policy.
young adults with learning difficulties or others focusing on the elderly or adults with physical disabilities.
Contributing to this, training programmes lack coherence, comprehensiveness or global outlook, and few developed channels
However, while some existing training programmes have some good elements, many lack coherence comprehensiveness, or a global outlook.
is needed in civil service colleges, NGO training programmes, schools for social entrepreneurs and business schools. Many MBAS now offer modules on
social entrepreneurship, and a market in specialist courses is beginning to emerge. Specialist academies linked to social economy initiatives, such as the
University of Mondragon in Spain, and the University of Gastronomic Science in Bra and Colorno in Northern Italy, are supporting social innovation.
But most practitioners learn on the job, through trial and error, and with the help of the networks they themselves create.
No existing training provision makes use of the full range of learning tools now available.
Thus, there are few developed channels for spreading skills, knowledge and experience Several studies have highlighted the need for skills and skills formation
strategies within the grant economy in particular and identify a lack of training and experience as one of the main barriers to the sector†s success
A report exploring skills gaps and shortages in paid employees within the voluntary sector in England found that skills gaps are apparent across the
and/or hold a training and development policy, a lack of time and/or funding for training and
development (which are significantly smaller than training and development budgets amongst their private sector counterparts), particularly amongst
micro and small organisations, means that strategic intentions cannot be fully realised. cxxxiii A survey of countries in the Western Balkans reports that finding well
and the NCVO provide a range of training programmes for nonprofit managers in order to develop capacity within the sector, while the
within the work place, for life long learning and adaptability, and the facilitation of mobility within sectors (particularly NGOS), not only benefits
with proper investment in training materials, understanding of methods, and courses, ranging from quickly accessible online materials and short courses to
fuller diplomas and modules in MPAS and MBAS Networks and Intermediaries Highly innovative fields are networked strongly,
•In the UK, the Department for Innovation, Universities and Skills has commissioned NESTA to develop a new †Innovation Index†to
combined measurement of GDP/capita, health and education. The World Bank, with its calculation of genuine savings,
•In education †value added†measures assess how much individual schools †add†to the quality of pupils they take in-some schools might achieve
very good exam results simply because of the quality of their intake EQ-D a measure of health status and the Mcmaster
•It provides a framework for learning about what works over time Conclusion Our specific recommendation is for the European commission to move
lesson learning. This has been a key weakness in some past programmes -Experimenting with new models, such as an innovation
of learning, and sharing and disseminating best practice and new models Fundamentally, a more joined up, comprehensive, cross sectoral training
facility is needed; one which specifically focuses on social innovation †both for front line staff and practitioners,
•Coordinating universities, civil service colleges etc to work collaboratively through the development of a network of institutions to
TAFTIE) should focus more on social innovation learning, and European Technology Platforms should be used to promote social innovation.
and training centre spawning and supporting cells across Brazil. A full account is available in Bornstein, D. 2004) op cit
and managed by its students, from administration duties to facilities management. Two additional key features are partnerships with a great number of
student to return to their rural schools and communities, during holidays, to teach what they
university Press, New haven, USA xliii An interesting recent book which explores some of these dynamics is M. Fairbanks and S
Harvard Business school Press, Boston xliv R. Nelson and S. Winter; 91982) An evolutionary theory of economic change Belknap Press
xlvi H. Gardner (2004) Changing Minds, Harvard Business school Press, USA xlvii And in both cases change may be delayed
University, Baltimore: Maryland, 2003 lviii Barbara Moreschi (ed.)(2005) Le cooperative sociali in Italia, Rome, Istituto Nazionale di
University Press; J. Gregory Dees (2001) The Meaning of Social Entrepreneurship, reformatted and revised, May 30;
for Social Entrepreneurship Working Paper, Said Business school, University of Oxford Oxford: UK lxxxviii Andrew Milner,(eds.
cvii Aalto University http://www. aaltoyliopisto. info /cviii Petts, J. And Leach, B. 2000) Evaluating methods for publ ic participation:
http://66.102.1.104/scholar? hl=en&lr=&q=cache: VWAXRSJFBLSJ: www. corwm. org. uk/pdf%255 C0549%2520%2520
Entrepreneurship Working Paper, Said Business school, University of Oxford. Oxford: UK cxxiv Murray, R.,Caulier-Grice, J. & Mulgan, G. 2009.
Entrepreneurship Working Paper, Said Business school, University of Oxford, Oxford: UK cxxvi European commission, DG Enterprise & Industry, Special Business Panel (2009) Reinvent
cliii Key dimensions including material living standards, health education, personal activities such as work, social connections and relationships, the environment,
Available at http://www. gatesfoundation. org/learning/Documents/WWL-report-measuring -estimating-social-value-creation. pdf
University Press, US clxi For example, an opinion poll that suggests that citizens would like government to spend
Imperial College London, UK clxv The following books provide a good overview: Barrow, C. J. 2000.
research networks and educational exchanges in specific research areas. Closed innovation systems of laboratories, universities, research institutes, art schools, corporations, public
administrations, professions are no longer a viable approach for future innovation. New roles and skills are needed to sensor
The focus is now on monitoring and learning Main challenges •To foster interregional and international cooperation
•To guide Universities towards research excellence and make them participate in strategic partnerships 27
as diverse as fair trade, distance learning, hospices, urban farming, waste reduction and restorative justice Nevertheless, definitions have their place.
shopper, a driver, a nurse, a gardener, a teacher or student †entailing so much of what makes us human.
and rapid learning that are accompanying the birth of this new economy. But we can be certain that its emergence will encourage ever more interest in how
and should evolve through shared learning. Social innovations often struggle against the odds †all of our chances of success will
classrooms, the use of assistive devices for the elderly, or implants to cut teenage pregnancy.
to share is more effective for education than giving them one each. Any new technology becomes a prompt.
range of visualisation techniques †such as mapping as a tool for learning about sexual health and reproduction,
Feedback loops are a necessary precondition for learning reviewing and improving. This could include front line service research
-loop manufacturing, zero-carbon housing or lifelong learning. The most fertile paradigms generate many hypotheses, and from these come new
in areas like recycling, personalised learning in schools and self-managed healthcare, and are likely to be critical to future productivity gains in
7. Hattie, J. 2008) †Visible Learning: A synthesis of over 800 meta-analyses relating to
Deming, E w. 2000) †The New Economics for Industry, Government, Education. †2nd ed Cambridge, MA:
University of Chicago Press 11. Nooteboom, B. 2000) †Learning and Innovation in Organisations and Economies. †Oxford
Oxford university Press 12. Laderman Ukeles, M. 2001) On Maintenance and Sanitation Art. In Finkelpearl, T. Ed
prison day and the role of the prison officer around an intensive learning programme. 1
A Learning Prison. The prison is divided up into houses (the image above is a cross section) with cells on the top three floors, a communal space on
and a learning centre in the basement. Image courtesy of Hilary Cottam, Buschow Henley, Do Tank Ltd
holistic and child-centred approach to early years†education which acts as an inspiration to early years†educators all over the world.
Reggio Children is mixed a private-public company which coordinates tours and visits to early years†centres in the area
Appraisal (PRA) or Participatory Learning and Action (PLA. Robert Barcamp Vancouver, 2009. Participants decide on the programme and run
between research done in universities and practitioners in government and elsewhere. The best think tanks can act as catalysts, combining
2002) †Learning Works: The 21st Century Prison. †London: Do Tank Ltd 2. See Boal, A. 1979) †Theatre of the Oppressed. †London:
Harvard Business school Press; and Chesbrough, H.,Vanhaverbeke, W. and West, J. Eds)( 2006) †Open Innovation
that faster implementation would speed up learning. This idea has now 3 spread into service prototyping and the social field †and organisations
The combination of social learning and technological advancement that open testing demonstrates has many applications in encouraging sustainable and systemic innovation that is
Within universities the usual form is a grant, often with few conditions to allow a group of
providers to buy research in universities; or to club together to commission incubators (being tested by the ESRC
Under the programme, recent graduates and young professionals spend two years working on various projects, building
of students, young professionals, and residents. Felipe Berrã os, who launched the initiative, believed that this was the best arrangement â€
In education, there has been a parallel development of cooperative foundation schools. Fifteen cooperative trusts covering 25 schools have already been established
adapting, listening, and learning. Management is not only about the 4 70 THE OPEN BOOK OF SOCIAL INNOVATION
A training session for the women who will sell the yoghurt. Image courtesy of Danone Communities
aid to training and formation or, as in the case of SEKEM, they can keep
training and shared orientation of those engaged in the venture plays a critical role in providing cohesion to social ventures.
the National school of Government (NSG) and the Improvement and Development Agency for local government (IDEA), CELAP in China, or
treatment or sex education As demand and supply come together, the options include the development of brands, licensing,
replication (the approach to early years†education in Reggio Emilia for example), and need to think best about how they can respond to the
A Pratham classroom. Pratham provides primary education to some of India†s most deprived children. Images courtesy of the Pratham team
5 SCALING AND DIFFUSION 85 157) Distributed diffusion through provision as a social movement Pratham in India is a good example of a simple model that has spread
Mumbai, providing early years†education to children in slums. It uses a simple model (very low cost, with no assets) and has spread by
promoted fast learning 165) Endorsement by regulators for example, the impact of NICE in increasing the pressure on healthcare commissioners to take up
through a series of events and learning visits 168) Global diffusion and encouragement, for example through GBUPA
behaviour and education support teams; child and adolescent mental health services; or youth offending teams 182) †Share in savings†contracts,
and training programmes. One example 5 SCALING AND DIFFUSION 93 Organic farming students at Everdale.
Everdale is an organic farm and environmental learning centre. Its purpose is to teach sustainable living
practices, and operate a model organic farm. Image courtesy of Everdale 5 94 THE OPEN BOOK OF SOCIAL INNOVATION
packages and adaptation and learning processes are required for the generative diffusion of innovation. The NHS †Adapt and Adoptâ€
In March 2007, The University of Cambridge Programme for Sustainability Leadership and The Climate Project designed
and organised a training programme at which former US Vice president Al gore worked with 200 of the UK€ s top leaders from business, government, media, education
and civil society. The programme brought together leaders who were committed to communicating and taking action on climate change across
It is currently working on training †embedded intermediaries†that will act as a permanent means of brokerage across
acting as educators, rather than protecting their knowledge through intellectual property and charging for access
More than 460 Barefoot Solar Engineers trained by the Barefoot College of Tilonia, Rajasthan, India have electrified solar homes in rural communities
Image courtesy of Barefoot College 5 SCALING AND DIFFUSION 99 201) Growth through collaboration. Collaborations are used often to
effectiveness, expertise, knowledge transfer, and learning. Collaboration can help institutions work better and grow †both in terms of size
Practice Guide†made up of Quality Standards and Learning Resources Members of the Network are supported also with branding, web and
215) Value-added measures in education assess how much individual schools †add†to the quality of pupils they take in †some schools might achieve
very good exam results simply because of the quality of their intake 216) Social impact assessment methods have been in use since the 1960s
approaches (led by Professor Paul Dolan) which compare public policy and social actions by estimating the extra income people would need to
example of this is school inspections †inspectors assess and then share good practice. Comparative metrics are used increasingly by
229) Assessment as learning, including peer reviews and real time evaluation methods to promote cross-pollination such as NESTA€ s
Education: Civil Society Cooperation between Sweden and Estonia. †Stockholm: Stockholm University. Chapter 5; see also Strang, D. and Soule, S. A. 1998) Diffusion in Organizations
and Social Movements: From Hybrid Corn to Poison pills. †Annual Review of Sociology. †24
†Vanguard Education. †Chapter 5. Seddon discusses the principles of operational metrics based on flow
the spread of comprehensive early years†education programmes in Europe dramatic expansions of higher education, and the spread of democracy
A good example is the transformation of how household waste is handled †from landfill and incineration as a predominant approach to greater use
realised) to achieve fundamental change in healthcare and education The very complexity of systemic innovation makes it hard to define specific
•Training a group of professionals and practitioners with both new skills 6 SYSTEMIC CHANGE 109
links with top universities such as Imperial and UCL, as well as with big firms like Glaxosmithkline and Pfizer.
personal finance to new models of university. The key is that in every example systemic change involves the interaction of ideas, movements, models, and
education (online learning), and social care 231) Changing the †scripts†around services. The script of a service or
is holistic early years†education provision. These programmes rethink human potential by dealing upstream with the
public investment in early years†education as well as effective models for delivery 234) New models of the support economy.
•Secondary school •Age first pregnancy ULTIMES MEASURES •Income rates •Accumulated assets Nike Foundation-Strategic Framework
or education), tools of this kind are becoming ever more important Infrastructures and interstructures to support new
248) Innovation academies embodying new principles for training, action research, and formation. Examples include the College of Health, and
Forum for the Future. Mondragon University and Centro Popular de Cultura e Desenvolvimento (Brazil) go further, giving students the
experience of working in small social enterprises. These could play a critical role in training up a future cadre of social innovators
249) Mutual help and mentoring by users. The tradition of voluntary coaching (in sports clubs,
or the arts, for example) is being extended to education, to care of the elderly, and to those with chronic health
conditions. The Expert Patients Programme (NHS/EPP) is an example of this trend, where citizens with particular medical conditions provide
advice and training sessions to others with similar conditions. Systems of mutual support have been developed particularly well among people
digital learning environments such as colleges in second life 255) Comprehensive pilots, such as the Bastoey Island prison in Norway
258) New rights such as rights to care, rights to schooling or rights to vote These are usually the result of a long period of campaigning, and lead
series of learning events 272) Organising formal coalitions for change with explicit goals, and broadly agreed roles for different sectors †for example to create a
UK€ s biggest single source of carbon dioxide-for ten days of learning and sustainable living,
King†s College. Available at http://www. kcl. ac. uk/depsta/law/research/icps/downloads/justice-reinvestment-2007. pdf
promote and disseminate learning and best practice. These are sometimes strongly promoted by funders †for example, the European Commission†s
University†s Saã d Business school 279) Social entrepreneurs in residence are entrepreneurs who are brought in to develop the innovative capacities of an organisation
support, higher education, innovation, and science. Another example is the Office of Social Innovation (OSI), based in the White house, which
allow fast learning across a community of innovators and establish clear pathways for scaling up the most promising models
Mars in Toronto links a university, a hospital, research labs and a business incubator, alongside a social innovation investment fund
and postdoctoral students, with a target of 4, 000 researchers on-site by 2015, and another 6, 000 scientists in related fields such as clean
295) Innovation universities and research departments, such as Finland†s new Aalto University, launched in 2010 as a result of the
merger of the Technical University, the Business school, and the School CONNECTING PEOPLE, IDEAS AND RESOURCES 135
of Arts and Design. They can become centres of expertise and training for civil servants, social entrepreneurs, nonprofit organisation managers
and others 296) Innovation learning labs. There are now a range of innovation learning labs within universities.
Examples include the Innovation and Action Lab based in Brussels (developed by i-propeller), The London
School of economics (LSE), Harvard Business school, IESE Business School in Barcelona and Madrid, SITE at the Stockholm School of
Economics, and the Catholic University of Leuven. There is also the Poverty Action Lab at MIT which tests out alternative interventions
to reduce poverty in the developing world. These face the challenge involved in any kind of social policy †how many pilots in how many
up separate initiatives, promoting learning and collaboration across This is the winning team from 2009†s Social Innovation Camp.
learning in action ††learning while doingâ€. They have proved an effective tool for practitioners in local government in the UK, where the IDEA€ s
in fields as diverse as education, adult social care, and community engagement. At the European level, The Community of Practice on
305) Action learning sets are groups of between four and seven people who come together on a regular basis to reflect on their work, support
Entrepreneurs, where students are divided into action learning sets for the duration of the one year course
educational materials related to lab experiments as widely as possible to support distance learning and distributed innovation 313) Peer-to-peer platforms are distributed
and do not require central co-ordination. Users make their resources (time, disk-storage etc
Harvard Business school Press 5. For an excellent paper on the role of networks, the benefits they bring
Business school Press. He puts forward an evolutionary model of growth, parallel to that of Darwin, in which the market is the primary mechanism of selection.
adult education, and so on. But this trend has had its own problems If the state is to fully realise its potential as a critical force for the kind of
318) Formation and training to integrate innovation into personal development, training, and culture. Some need to become specialists in
spotting, developing and growing ideas. Others, particularly gatekeepers need to know how to recognise the conditions for innovation.
critical for learning, reviewing and improving. This can include online platforms to ensure rapid transmission of information.
321) Learning cultures. The biggest barrier to innovation is the lack of a culture of learning that rewards public agencies and public servants
for learning from their own mistakes, learning from other sectors, and learning from other places.
One feature of the most innovative public agencies is that they are comfortable adopting ideas from diverse and
and the $700 million US education innovation fund. In the UK, the NHS has established a £220 million
This playground at the Nunsmoor Centre in the West end of Newcastle is sure to be one the kids will love,
such as those for higher education, elder care and environmental investment 380) Charitable status extended to allow tax allowances on
environmental management, education, public health and e-governance 1 SUPPORT IN THE PUBLIC SECTOR 163 and acted as a catalyst for continued innovation in dealing with some of
Graduate school, University of West indies, and the Hong kong Polytechnic University. The Ford Foundation is a founding donor of the
Innovations in American Government Awards South africa set up the Centre for Public service Innovation (CPSI) in 2002 and now runs regular awards.
in the public sector include initiatives making it easier for teachers or lecturers to take sabbaticals (as in Canada),
or freeing up time for public sector workers to volunteer for socially innovative projects 394) Secondments of public sector employees into †skunk worksâ€, innovation
2003 in the UK to allow schools, colleges, local authorities and trusts to ask the Minister to suspend
pupil representation (one third), and the provision of free school meals However, the model could be applied in other contexts
398) Accreditation, search and recruitment of public innovators by commercial headhunters or government agencies. For example, with
the public sector (for example in health education and care), to bring in new perspectives as well as energies. Parents volunteering in schools are a
West Philly Hybrid X Team, a group of students from West Philadelphia High School†s Academy of Automotive and Mechanical engineering with their
This technique is employed by Do Something, College Summit, and Teach for America 411) Grants as investment including tapered grant funding, public equity
high schools across America; and the Prosperity Initiative; which creates sectoral partnerships to stimulate industries that create income and
group of students set up their own visual arts studio. The students work Processing bamboo as part of Prosperity Initiative†s plan to transform
the bamboo sector in Northwest Vietnam. In two years the project has enabled 22,000 people to move out of poverty.
The students are responsible for running the studio and raising funds. In this way, it combines creative freedom, business
practice, and collaborative learning. The idea has spread and there are now Room 13 studios in Mexico, Nepal, Austria, South africa, USA
Training and formation Some studies have highlighted the need for skills and formation within the grant economy and identified a lack of training and experience as one of the
main barriers to the sector†s success. Leaders of nonprofit organisations charities, associations and foundations have to contend with the challenges
and the NCVO provide a range of training programmes for nonprofit organisation managers in order to develop capacity within the sector
There are also small-scale training providers such as Islington and Camden Training Network †which provide tailored, hands on support to
voluntary and community groups in their local areas 431) Personal assessment tools to understand capacities for leadership
in a learning session at the Roffey Park Leadership Retreat. Each Upriser presents on an issue affecting their local community
432) Training for social entrepreneurs, such as Echoing Green in the US the School for Social Entrepreneurs in the UK,
also †training and formation†in the market economy, methods 483-487 Many MBAS now offer modules on social entrepreneurship,
and there is a thriving market in specialist courses 433) Training for future leaders. One example is the Clore Social
Leadership Programme which helps to develop future third sector leaders in the UK. Another example in the UK is Uprising, a new
School, University of Oxford. Available at: http://www. sbs. ox. ac. uk/centres/skoll/research
†such as health education and care. Social provision has also been opened up to business in many countries.
Academy Schools in the UK and Charter schools in the US 452) Partnerships between social enterprises and corporations with
sectors, including the environment, education, and healthcare 460) Microcredit for microproduction. Grameen, BRAC and ASA in
Training and formation There is growing interest and investment in the development of financial resources for social enterprise.
the University of Mondragã n in Spain; the Sekem Academy in Egypt for the research and study of agriculture, pharmaceuticals and medicine
and the University of Gastronomic Sciences in Pollenzo and Colorno in Northern Italy, which has grown out
485) Leadership training for nonprofit organisation managers One example is On purpose, a two-year leadership programme that
per week of world-class training, delivered by prestigious graduate employers, business schools, think tanks, sector leaders and others
486) Lessons in social entrepreneurship such as the programmes offered by INSEAD and the Skoll Centre for Social Entrepreneurship
at Oxford†s Saã d Business school. Another model is the School for Social Entrepreneurs (SSE) mentioned in method 206,
The learning programme is based on †learning through doing†and peer-learning 487) Mutual support networks such as Community Action Network (CAN
which promotes social entrepreneurship and social enterprise across the UK (see also method 466 3 SUPPORT IN THE MARKET ECONOMY 193
of life skills learning, the role of many of the social and educational services the arrangements for retirement and unemployment, the size and location of
a Health Information Accreditation Scheme in the UK which gives kite marks to organisations that produce information and moderate websites
506) Training for volunteers †the provision of training and incentives for volunteers, and networks for linking volunteers and projects (such as
Wales whereby institutions like local authorities, schools, colleges and housing associations grant time credits for various kinds of volunteer
students to grow flowers, fruits, and vegetables. The Food for Life Partnership (which includes the Focus on Food Campaign, Garden
Organic and the Health education Trust) is a network of schools and communities across the UK which are committed to transforming food
students at lunchtime 515) Community centres that merge into household activities †childcare entertainment, meals †and engage citizens in management
Year 1 pupils from Collaton St mary Primary school dig up organic potatoes, grown in their school garden.
critical role in areas from health and education to recycling and the energy management of the home.
support structures †such as reading groups, asthma networks, homework clubs, or gardening groups †as well as citizens engaging in formal activities
converged on Kingsnorth power station for a week of learning, sustainable living and climate action. The event was organised by Camp for Climate
Teachers on the programme are themselves living with long-term conditions. Also, the US-based Citizen Schools organisation,
teachers to work in schools 518) Producer-consumer collaboration, such as Community Shared Agriculture, in which consumers advance finance to farmers to fund
and women a home, a job, training and skills, and the social relationships that are so important in overcoming addiction.
free schools and home schooling groups 525) User groups such as rail user groups or park user associations (for
John Dewey, Experience and Education, New york, Collier Books, 1938 John Thackara, Designing in a Complex World, Cambridge, MIT Press, 2005
Ludwig Fleck, Genesis and Development of a Scientific Fact, Chicago, University of Chicago Press, 1979
Aalto University 134 Abecedarian Project 111 Academies 116; 192; 185 Accelerators 135 Accountability 3; 68-69;
Barefoot College 98 Bastoey Island Prison 117 BBC 26; 104; 155 Beacon Awards 88 Bebo 138
Charter schools 184 Chicagoland Chamber of commerce 87 Children 15; 36; 42; 85; 111; 116; 174 Children†s Express 42
College of Health 116 Commons 76; 178; 200 Commissioning & procurement 56-57 88-92
Formation, Skills and Training 67; 74; 77 115-116; 142; 148; 175-176; 192 Forum for the Future 49;
Islington and Camden Training Network 176 Italy 36; 70; 71; 80; 86; 99; 104; 126
Mondragon University 116 Moore, Mark 7; 104 Moveon 41 Mozilla Firefox 139 M-Pesa 115;
National school of Government 77 National Council for Voluntary Organisations (NCVO) and Scottish Council for Voluntary Organisations
Saã d Business school, Oxford university 126; 192 Skoll Foundation 169 Slow Food 109; 192; 207 Smart cards 156;
education policy at the Social Market Foundation, where she co-authored Fade or Flourish: how primary schools can build on children†s early progress
Professor at LSE, UCL, and Melbourne University. His latest book is The Art of Public Strategy:
mobilising power and knowledge for the common good Oxford university Press, 2009 The Young Foundation brings together insight, innovation and
success with ventures such as the Open university, †Which? â€, the School for Social Entrepreneurs and Healthline (the precursor of NHS Direct.
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