DAVID GAME COLLEGE
BTEC RQF HNC/D ASSESSMENT BRIEF
| Course | HND Public Services | |||
| Academic Year | 2021-2022 | |||
| Unit Number & Unit Title | Unit 23: Third Sector and Public Services | |||
| Assignment Author | Prosperine Chibule | |||
| Assessors | Prosperine Chibule | |||
| Assignment Title | Third Sector and Public Services | |||
| Date issued | 09 May 2022 | IV Name and Date | Jack Adams 07/10/2021 | |
| Formative Submission Deadline | Summative Submission Deadline | |||
| Group | Deadline | Group | Deadline | |
| ALL GROUPS | 24/06/2022 | ALL GROUPS | 29/07/2022 | |
Good Academic Practice
DGHE considers an act of academic misconduct when a student attempts to benefit either for themselves or for another person by unfair or improper methods, regardless of it being intentional or unintentional.
Examples include:
• Purchasing work and presenting it as your own.
• Plagiarism is passing off someone else’s work as your own such as:
O Using quotes without the use of quotation marks.
o Using images produced by another person without acknowledgement.
o Using data or ideas without acknowledgement.
o Copying another person’s work.
o Getting someone to help you write parts of your submission as if it were your own.
• Collusion is when two or more students working together without prior authorisation from the academic member of staff concerned (e.g. programme leader, lecturer etc.) to produce the same or similar piece of work and then attempting to present this entirely as their own individual submission.
It is important that you are clear about what you need to do for each assignment and how you can do it. If you are not sure about any rules regarding academic writing and referencing, guidance is available from many DGHE sources including Moodle, our Library and Study Skills Support teams and from your module leaders/personal tutor.
ASSIGNMENT BRIEF AND GUIDANCE
| Purpose of this assessment |
| The assessment has been designed to test the understanding of the role of the third sector to public service organisations. |
| Scenario |
| In 2009 the Conservative government introduced austerity measures and one of the measures was the reduction of grants to Local authorities. Central government cuts have led to a 17% fall in council spending on local services in England since 2010. This has had a significant impact on public services and councils have faced many challenges in an attempt to deliver the same level of service. The two largest functions of local authorities are Social Care for adults and Social Care for children. Despite Local authorities’ efforts to protect these services from cuts, the cuts to Social Care have been severe. In 2009 Adult Social Care supported 1.8 million people, today it supports 1.0 million, a cut of 44% (Duffy and Peters, 2019). This has led to a substantial number of people who need care are not being provided it. Therefore, the number of people receiving social care has massively reduced over the period of austerity. Services for young people such as after school activities, holiday clubs, play centres were either reduced or closed (Clayton, 2019). Austerity measures have not only impacted school activities but has equally led to the total number of children in temporary accommodation more than doubled between 2010 and 2019 rising from around 1,840 children to 5,635 (Johns, 2020). There has also been an unprecedented increase in the use of food banks in the UK since the start of austerity policies, indicating that more people are likely to suffer from food insecurity. Data from a 2015 observational study of the Trussell Trust’s records on food bank use from 2009 onwards found that the rise in use was associated with cuts to local authority spending and central welfare spending, The Northern Echo (2016) cited in BMA, 2016). Throughout the austerity voluntary sector organisations have increasingly had to fill in gaps in council services, although they have faced similar funding and staffing reduction pressures, Joseph Rowntree Foundation (2015). You currently work as a junior advisor to the Minister for Levelling Up, Housing and Communities and you have been tasked to write a report that provides a critical overview of the role and importance of the third sector organisations to local authorities in austerity measures. |
| Task 1 |
| Write a report that provides a critical overview of the relevance of the third sector to British local authorities during austerity. The report should cover the following topics: Evaluate the key governmental initiatives, between 1990’s to present day that have shaped the social economy. Analyse two examples of third sector organisations that played an important role to the support of local authorities during austerity. Justify if you consider that third sector organisations should deliver or support the delivery of public service organisations. Review the main benefits and limitations of working in a partnership with the public sector. This provides evidence for ALL learning outcomes. Word count: 2,000 (+ / – 10%) |
| Submission Format |
| This report should be submitted by 29 July 2022. It should be written using 1.5 line spacing and Arial font size 12. You are required to make use of headings, paragraphs and sections as appropriate. All work must be supported with research and referenced using the Harvard referencing system. Use appropriate case studies, organisational examples and academic theory to support your findings. This should be submitted to the relevant ‘Report’ submission point on Moodle. Your Moodle has a very useful section on Reports and how to create them. You can locate this in your study skills tile, under Academic Genres. Link: https://moodle.dghe.ac.uk/course/view.php?id=608 |
| Formative Task |
| You have an opportunity to receive some formative feedback on this report by submitting a 1,000 word draft to the relevant ‘Formative task’ submission point on Moodle by 24 June 2022. This task will not be graded but will contain useful feedback. |
The current Assignment Brief covers the following Learning Outcomes
| Grading Criteria | |||||
| Learning Outcomes | Pass | Merit | Distinction | Task No. | Evidence |
| LO1 Examine the recent historical context of third sector involvement with the public services | P1 Explain key events that have shaped the work of third sector organisations. | M1 Analyse how the work of third sector organisations has developed. | LO1 D1 Evaluate the impact of governmental reviews and reports in shaping the use of third sector organisations. | 1 | Report |
| LO2 Investigate the role of third sector organisations in society | P2 Identify the types of work that third sector organisations are involved in. | M2 Analyse the role of third-sector organisations within society. | LO2, LO3 and LO4 D2 Justify the use of third sector organisations to deliver or support delivery of public services. | 1 | Report |
| LO3 Explore examples of third sector organisations delivering public services | P3 Outline types of public service delivered by third sector organisations. P4 Define examples of third sector organisations delivering public services. | M3 Compare services delivered by third sector organisations and the public services, using real-world examples. | 1 | Report | |
| LO4 Review the benefits and barriers of third sector organisations working in partnership with the public services. | P5 Outline the ways in which third sector organisations work in partnership with public services. P6 Explain the benefits and barriers to using third sector organisations for public service delivery. | M4 Analyse the benefits and barriers of third sector organisations working in partnership with the public services. | 1 | Report |
| Student Achievements and Assessor Feedback |
| Student achievement and Assessor feedback for both formative and summative submissions will be recorded within Grademark Turnitin via Moodle and will be available for students to view as notified on Turnitin. Please use exclusively the grade classification below. Assessment Grading Scale Grade Classification Numeric Value (on Grademark) Grade Listed As Distinction 75 D Merit 65 M Pass 45 P Unclassified/ Referred 35 U Alleged Academic Misconduct 0 SP |
| Student submission and declaration |
| The following declaration will be inserted in the Turnitin link for both formative and summative submissions: ‘I certify that by submitting the work for this assessment on Moodle (and via Turnitin) it is my own work and all research sources are fully acknowledged using the Harvard system of references. I certify that there are no personal or mitigating circumstances that have affected my work.’ By submitting such document, you acknowledge that your work is your own, and abides by the DGHE code of conduct, and Pearson regulations. Please note that in case of academic malpractice DGHE reserves the right to decline to accept the work for assessment purposes, and/or conduct an investigation, which might result in an oral presentation, oral or written exam, or any other appropriate form of examination. Further information can be found in the academic integrity and misconduct policy, the assessment policy, and the student handbook. |
| Understanding what a command verb is |
| Your assignment will always have a series of questions or points that you will need to address. The first step in successfully addressing your assignment questions is by understanding what your lecturer wants from you, and this means understanding the command verb of the question. What is a command verb? This is constituted by an imperative verb that gives you a specific instruction. What are the common command verbs your assignment has and what they mean? The following is not a complete list however, it can help you to understand what is expected of you. Explain = to describe a situation in detail or present relevant facts. E.g. To say it’s a chair, it’s descriptive but not explanatory, to say it’s a wooden chair, made of mango woods, that has four legs, and an arm rest, is to explain. Assess = to evaluate the relevance of something. E.g. To say Brexit is an important event in the UK, is factual but not evaluative. To say that the impact of Brexit on the automotive industry is yet to be determined, but a likely estimate situates a loss of manufacturing plants, and consequently jobs in the UK, is evaluative. Compare = to measure how similar or different something is. E.g. To say that surrealism is different from cubism, is to state a fact. However, to state that while both movements are considered modern art, cubism popularised by Picasso, breaks down the subject matter and reassembles it in an abstract form, while surrealism, popularised by Salvador Dali, focuses on the subconscious mind and portrays everyday objects in a unfamiliar setting. Analyse = to examine something in detail. E.g. To say that the UK judicial system is complex is too simple however, to say that the UK judicial system is complex due to historical reasons, and that has led to separate jurisdictions with one system for England and Wales, another for Scotland, and another for Northern Ireland. In England Wales at the lower instance you have the magistrate courts and tribunals, followed by the crown court, and the county court, high court and court of appeal (detailing what are the key functions for each of these and how the interrelate with one another, and for the other judiciary systems, and finalising with the UK Supreme Court is to analyse a subject). Don’t forget you can always refer to your lecturer for other verbs not included here or your study skills tutor. |
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