Why You Get More Than Just a Degree When You Study at INLOGOV

Yulei Lei graduated from INLOGOV last year and reflects on the time she had with us…

As I was finishing my undergraduate studies at my university in China, I decided I wanted to go on to further study. My undergraduate was in accounting, but I decided I wanted to study a topic that would broaden my areas of expertise and that I wanted to come to the UK. Then the most exciting thing happened – I received an unconditional offer to study an MSc in Public Management (taught) at the University of Birmingham.

Like that, in September of 2016, I started studying at INLOGOV at the University of Birmingham. I remember the 22nd was the first day I came to INLOGOV. I still remember how excited I was. That day I met all my classmates who were coming from so many different countries. And the lecturers introduced us to many things which were relevant to my time on the Masters; for example, the modules, the career events, and many other activities on campus. As an international student, my favorite part was the BIA English class and Lunch Time English, which were a complimentary offer from the University to support international students in order to improve their English. It was very interesting and useful.

The modules I took at INLOGOV were divided into two different parts: compulsory core modules, which were Public Management, Performance Management, Strategic Management and a dissertation; and three optional modules – I chose Leadership in Public Services, Regulation and Finance, and Community and Local Governance. I enjoyed all these modules to the point that I could not say which one was best, because all of the modules had a fabulous professional lecturer who would not let the course become boring or tedious. My favorite part of class was group discussion. In this part, you were able to express your thoughts and discuss them with your classmates and lecturer, and they always helped me clear my mind and put forward my ideas. This was very helpful to me because I did not have much experience with practical examples, as opposed to the professors and many of my classmates, who had abundant experience from their jobs. Also, the teaching staff in INLOGOV were very friendly and helpful, they are very open to answering your questions and give you a hand on your assignments. It can figuratively be said that it was as if one were ‘standing upon the shoulders of Giants’ (Isaac Newton).

Group class photo.jpeg

Studying at INLOGOV, what I got was not only a degree, but also many friends from many different countries. We discussed the differences concerning the social situation in our own countries and shared ideas on how to improve things in public management. Then we summarized the good experiences to be used in our own projects. This is a good way to understand optimum outcomes. The module leaders and students can show you different ways of thinking and stimulate your brain to search for and discover many good ways to improve your skills in public services and management. INLOGOV is a department which brings many different cultures together to learn from one and other. Through our group, we exchanged thoughts, expressed ideas and completed projects successfully.

Besides studying, I also took part in some activities with the Student Guild of the University of Birmingham, I met new friends there and learnt new skills, for example how to grow a shrub and how to cut down a tree for gardening management. Moreover, I do love the new 360 sports centre which is the place I also often went to in my spare time. The facilities are new and it has a fabulous swimming pool.

All in all, my year of masters study at the University of Birmingham was very joyful. I met very professional staff and made lovely friends. I acquired lots of new knowledge and learnt lots of skills. I will miss all the things from when I was at INLOGOV, in the University of Birmingham, and in the UK for my Masters journey. Also, I hope I can use what I learnt from INLOGOV in my future career. If possible, I wish to take what I have learnt and apply it in my own country to help to improve the performance management systems in different organizations, not only in the public sector.

Yulei Lei graduation photo (2)Yulei Lei graduated from INLOGOV in December 2017 with an MSc in Public Management. She is from South West China.

Find out more about our postgraduate programmes here.

Children’s Services Spending: Where has the axe fallen?

Calum Webb (University of Sheffield) and Paul Bywaters (Huddersfield University)

Children’s and Young Peoples’ Services, encapsulating children’s centres, safeguarding and social work, family support, services associated with looked after children, often totals nearly £10 billion of spending annually. Despite this, limited attention is paid to how these funds are spent, and much less is known about how such spending has changed over time. Has spending increased or decreased under austerity? Have budgets for front-line services for some of the most vulnerable and voiceless members of society – children at risk of abuse and neglect – been protected, as is often claimed, or axed, in the face of the rising strain placed on local government finances? Where cuts have been made to cope with reduced budgets, where have they fallen? Have cuts to children’s services been greater in more deprived local authorities, as previous research by the Joseph Rowntree Foundation has indicated, further disadvantaging children from poorer communities and with greater needs?

The contradictory findings from government departments does not inspire confidence in their ability to answer any of these questions convincingly. A 2016 report from the National Audit Office concluded that expenditure on children’s services had risen by approximately 12 per cent between 2012 and 2015. This report, however, only looks at a sum of between £1.6 billion and £1.8 billion, and we had no luck replicating this figure – not with any combination of categories or adjustments for inflation.

A more recent report published by the Department for Education came to fundamentally different conclusions, namely that total expenditure had fallen by 9 per cent between 2010 and 2016, and that between 2012 and 2015, the same period covered by the NAO report, spending had reduced from £9.2 billion to £8.9 billion, a 3 per cent reduction.

The problem is partly down to the quality of the data – the inconsistency of categories between years prevents any meaningful long term comparisons of very specific spending areas. A few of the broader spending categories are fairly stable over time, namely spending on looked after children and spending on safeguarding, and the remainder of categories can loosely be considered ‘preventative’ or ‘early intervention’ services. These are the Sure Start centres or family support services that are intended to address the difficulties children in need may face before these problems develop to the point that they require more drastic interventions.

The second major problem with the official reports is the tendency to only focus on changes in the total national levels of expenditure, rather than focusing on what has been happening on a local authority level. All it takes is a few of the larger local authorities, the ‘big spenders’, to see an increase to dwarf many negative trends in smaller local authorities. This approach therefore doesn’t necessarily reflect the reality for children across England.

When we looked at expenditure after taking these things into account we found very clear patterns. The most deprived 20 per cent of local authorities had seen reductions in spending of 25 per cent, whereas the least deprived 20 per cent have had cuts of 4 or 5 per cent. When we split local authorities into three equally sized groups of 50 (the City of London and Isles of Scilly LAs are excluded as outliers), based on their deprivation scores, we found significant differences in the expenditure trends: rapid rundowns of expenditure per child in the 50 most deprived local authorities, less extreme cuts for the 50 ‘middle’ deprived local authorities, and far less severe cuts for the 50 least deprived local authorities. This is in part due to the indiscriminate way in which austerity measures have been introduced, without attention to the fact that more deprived local authorities typically have higher spending per child to meet greater levels of more complex needs. This means a hypothetical 10 per cent cut in Middlesbrough is going to result in a much bigger loss of £-per-child than a 10 per cent cut in Wokingham.

What’s more is that the share of spending across the different services has changed substantially, mirroring patterns in social work practice more broadly. The share of spending has shifted away from the aforementioned preventative and support services in favour of maintaining the share of safeguarding spending and increasing the share of looked after children spending. On average, local authorities spent around 46 per cent of their children’s services budget on more prevention focused services in 2010-11. By 2014-15 this had fallen to only 33.5 per cent. This has been fairly universal across all local authorities, but slightly more extreme in the most deprived third, and is best seen visually.

CW graph for blog feb

We don’t know completely what impact this will have on the lives of children, but we do know that since 2010 there has been evidence of an increase in demand for children’s social services; with average Looked After Children rates increasing from 57.5 children per 10,000 in 2010-11 to 62 children per 10,000 in 2014-15, and the number of children in the population rising by approximately 750,000 since 2010. Furthermore, this population increase has been largely concentrated in the most deprived local authorities (12%) compared to the least deprived local authorities (4%), meaning stable intervention rates – such as rates of children in care – actually represent a substantial increase in workload for practitioners. This is just one part of a complex picture of disadvantage that children living in poverty face. What we do know is that there needs to be a clear commitment to improving the quality and detail of the data that is collected about expenditure and deprivation because, as Ofsted’s Annual Report has acknowledged, there is a link between this and the quality of the services children receive across the country.

The research presented here was funded by the Nuffield Foundation and is part of the Child Welfare Inequalities Project and will be published in Local Government Studies in February 2018. Evidence from the project is being presented to an APPG for Children on the 7th February 2018.

Calum WebbCalum Webb is an ESRC White Rose postgraduate research student at the University of Sheffield’s Department of Sociological Studies. He has recently contributed to the ESRC funded research project ‘Developing a Policy Learning Tool for Anti-Poverty Policy Design and Assessment’ and the Nuffield Foundation funded ‘Child Welfare Inequalities Project’. His PhD research investigates approaches to the longitudinal measurement of multidimensional poverty. Calum tweets using @cjrwebb

Paul BywatersPaul Bywaters is Professor of Social Work at Huddersfield University working in the Centre for Applied Childhood, Youth and Family Research. He has led a series of research projects funded by the Nuffield Foundation and the Joseph Rowntree Foundation which have examined inequalities in the incidence of and responses to child abuse and neglect between and within the four UK countries. For more information can be found here. Paul tweets using @PaulBywaters