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The education system in Kenya is continually challenged to adapt and improve, in part because its mission has become far more ambitious than it once was due to the massive investment in education by successive governments over the last two decades. Today, most Kenyans expect schools to prepare all students to succeed in postsecondary education and to prosper in a complex, fast-changing global economy. To identify the most important measures for education and other issues and provide quality data on them to the country, there is a need for the ministry of education to establish a National Education Indicators framework. This criterion is hoped to enable policy makers and the public better assess the position and progress of the country across the education sector. The key task in developing education indicators will be to identify a clear and parsimonious set of measures and data that will be easy for non-specialists to understand but which will also do justice to the complexities of the ailing education system. These indicators will amplify the existing situation and will be drawn from a large, and sometimes conflicting, body of information about students, teachers and schools. The purpose of this study is to propose and urge the government to develop a national framework of indicators that will inform stakeholders on the performance of the education system, both at school and national level.

This chapter describes methodological issues that are relevant for research on recovery. We aim to provide an overview of methodological approaches that have been or can be used in recovery research, and to provide methodological guidelines that researchers may use in assessing the process of recovery. We argue that studies on recovery must be explicit about recovery settings, recovery processes (i.e., activities and experiences) and recovery outcomes. We describe typical operationalizations of these three perspectives and focus in more detail on potential measures of recovery outcomes. We give an overview of research designs including experiments and quasi-experiments, diary studies, and longitudinal field studies. We conclude by pointing to remaining challenges for researchers in the area of recovery.

This chapter reviews the international literature in order to support ongoing international development work on indicators for measuring inclusive education. Building on previous work in this area, this chapter outlines 13 themes in the international literature that should be considered in the development of a set of indicators for measuring inclusive education and has produced one extra thematic area for consideration.

Recognizing Gigerenzer’s (1991) dictum that scientists’ tools are not neutral (tools-in-use influence theory formulation as well as data interpretation), this chapter reports theory and examines data in ways that transcend the dominant logics for variable-based and case-based analyses. The theory and data analysis tests key propositions in complexity theory: (1) no single antecedent condition is a sufficient or necessary indicator of a high score in an outcome condition; (2) a few of many available complex configurations of antecedent conditions are sufficient indicators of high scores in an outcome condition; (3) contrarian cases occur, that is, low scores in a single antecedent condition associates with both high and low scores for an outcome condition for different cases; (4) causal asymmetry occurs, that is, accurate causal models for high scores for an outcome condition are not the mirror opposites of causal models for low scores for the same outcome condition. The study tests and supports these propositions in the context of customer assessments (n = 436) of service facets and service-outcome evaluations for assisted temporary-transformations of self via beauty salon and spa treatments. The findings contribute to advancing a nuanced theory of how customers’ service evaluations relate to their assessments of overall service quality and intentions to use the service. The findings support the need for service managers to be vigilant in fine-tuning service facets and service enactment to achieve the objective of high customer retention.

This chapter focuses on the use of outcome-based performance management systems within public administration. It reports two qualitative case studies from respectively the Danish Tax and Customs Administration and the Swedish Tax Agency. Both of these administrations use outcome-based performance management systems to steer subsets of their administrative work. The chapter shows that the systems respond to broader demands for accounting for outcomes, yet, the systems also operate in very different ways. The Danish case shows a quantitative system which measures on a daily basis, the Swedish case shows a qualitative system which measures on a four to five-year basis. What is striking about both cases is that they balance meeting the demands for accounting for diffuse outcomes, with developing measurements that ‘fit’ local contingent concerns. While much of the current research on performance management systems in public administration is critical and stresses the downsides of such systems, this chapter shows that these systems should not always be assumed to be connected to gaming, strategic behaviour and/or reductionism. Instead, the performance management systems can be seen as attempts to reconcile and make ends meet in ‘post-bureaucratic’ organisations that are increasingly expected to account for rather diffuse and abstract outcomes and expected at the same time to steer and prioritise daily administrative work.

The chapter describes the Outcome-Based Evaluation (OBE) Initiative of the New York State Library (NYSL) from its start in 2003. Through extensive training, online support, and integration into statewide processes and grant projects, the initiative has brought OBE to New York State's library community with the overall goals of measuring impact and leveraging funding. NYSL's OBE activities and lessons learned are especially helpful to those interested in developing a similar initiative or aspects of it. The activities and findings of the initiative are reviewed including implementation of the ten-stage OBE Training Plan that was the project's foundation. Logic models and outcomes were used to plan and evaluate most of the initiative.

The OBE Initiative has been a success on many levels. Training and support have been effective in teaching library staff how to implement OBE at regional and local levels. The approach has been widely accepted by libraries. NYSL has also integrated OBE techniques into several statewide processes and grant projects. Through OBE, libraries are able to determine the impact of their programs and services. Outcome data leads to improved planning and better decision making. Users ultimately receive higher quality library services, resulting in a more literate community and workforce. OBE can also support advocacy efforts, leading to increased funding for services. While many in the library community are now using OBE, very few have developed a statewide initiative. The chapter is original and has high value. Each of the three authors has carried out multiple aspects of the project.

In the United Kingdom under the New Labour government from 1997 to 2010, there was a shift of power away from local towards central government, leading to a situation in which the role of public service organisations could appear to be mainly implementing priorities set by central government and complying with national standards, enforced through the setting of targets and the use of performance management frameworks. The key performance management systems, and the standards within them, became increasingly focused on outcomes, defined as the results that services produce that have an impact on the lives of service users and citizens – the benefits of the service rather than the volume or quality of the outputs (Willis & Bovaird, 2011).

The aim of this chapter is to challenge the assumption that top-down approaches to economic development and growth are the best way forward for rural areas. Looking at the work of the current LEADER programme and LEADER project examples, the chapter measures the impacts of small-scale, bottom-up approaches to foster rural development. It considers the importance of the LEADER approach as a key component of the current rural policy framework.

The chapter provides a discussion of top-down versus neo-endogenous approaches to rural growth, drawing on policy and practitioner literature. Four case studies from the current LEADER programme are used to demonstrate how the LEADER approach brings about growth at a local level, and how this can be measured using a Social Return on Investment (SROI) approach.

LEADER, as a programme, can deliver sustainable and effective economic growth through a series of small-scale interventions by stimulating entrepreneurial activity in the context of neo-endogenous growth. This forms a useful complementary strand to the top-down policy of major sectoral interventions profiled in this chapter in the context of current England-wide policy approaches to economic development. The SROI approach provides an effective tool for capturing the longer term effects of LEADER.

Considering the broader SROI and sustainable credentials of LEADER-stimulated business development provides a new and more robust means of both communicating the achievements of the programme and a rationale for giving it greater prominence.

The chapter establishes a new place-based approach to considering the wider impact of LEADER projects through an SROI approach. The insights help provide new insights into the contribution of this programme to economic development in rural communities.