Questioning a policy through design research

T O N I P É R E Z & I T Z I A R P O B E S
T R A I N I N G F O R FA M I L I E S T O I N C R E A S E
S U C C E S S I N E D U C AT I O N
Q U E S T I O N I N G A P O L I C Y
T H R O U G H D E S I G N R E S E A R C H
#DibaOberta
WE QUESTION
OUR PROJECT
#SDinGov @educadiba @wequestion

I T Z I A R P R O J E C T B R A I N @
W E Q U E S T I O N O U R P R O J E C T
T O N I H E A D O F L O C A L P O L I C Y S U P P O R T @
B A R C E L O N A P R O V I N C I A L C O U N C I L
E D U C AT I O N D E PA R T M E N T

A T H E O RY O F C H A N G E
Image extrated from video by Prof. Shonkoff, Center of Developing Child at Harvard University

1. Policy framework
2. Service delivery
3. Drivers for change
4. Questioning the service
5. Key findings
6. Patterns for change
7. Legacy
O U R J O U R N E Y

P O L I C Y F R A M E W O R K

E A R LY S C H O O L D R O P O U T. 2 0 0 2 - 2 0 1 7 E D U C AT I O N A L L E V E L O F T H E
M A I N B R E A D W I N N E R 2 0 1 5
S C A RY S TAT S
Sources: Idescat & Eurostat
0
10
20
30
40
K-12
K-14
K-16
VCE_GSVQ
Graduates
Postgrads.
0
10
20
30
40
2001 2003 2005 2007 2009 2011 2013 2015 2017
Catalonia Spain EU

E D U C AT I O N P O L I C Y
• Wicked. Far from agreement on norms and
values at stake and far from certainty on required
and available knowledge to be solved
• Contested. every single party or coalition has its
own recipe, not compatible with the other ones,
blocking policy consolidation and learning
• Elusive. Difficult to determine outcomes, very
slow at producing evidence. Failure in individuals
can not be amended in the curse of a single
public intervention
• Co-produced. By nature, given the growing social
complexity, no-one can adequately educate in an
isolated, closed or unilateral manner

Old model approach
E D U C AT I O N : T H E B I G P I C T U R E
Child  
Individual
educational needs
School  
Many types
Family  
Multiple forms
of parenting
C O N N E C T E D
Community  
Many resources
I N T E G R AT E D
PUBLICSPHERE
PRIVATESPHERE
VIRTUALSPHERE
E N G A G E D
Icons by Freepik - CC

W H AT E N G A G E D FA M I L I E S B R I N G : R O L E S
1. Supporters of their children's learning
2. Encouragers of an achievement identity, a positive self image, and a ‘can do’ spirit
3. Monitors of their children's time, behaviour, boundaries and resources
4. Models of lifelong learning and enthusiasm for education
5. Advocates for improved learning opportunities for their children and at their school
6. Decision-makers/choosers of educational options [child, school and community]
7. Collaborators/coproducers with school staff and members of community
Mapps: 2013#SDinGov @educadiba @wequestion

P U B L I C P O L I C I E S F O R PA R E N T I N G
Ease time
management
Provide
ﬁnancial safety
Enable constructive
interaction with children
Guarantee right to
choose & educational
opportunities
Enhance effective
participation in governance
of educational system
O U R F O C U S

S E R V I C E D E L I V E RY

One-shot activites
(1 to 3 sessions) to
build parental
capabilities
Conducted by professional
trainers regarding multiple
issues (positive parenting,
orientation, skill
development…)
Held at schools in
most cases (but in
local public
facilites too)
#SDinGov2018 @educadiba @wequestion
T R A I N I N G F O R FA M I L I E S

S O M E F I G U R E S Almost 10 years
of experience
Catalog of 25 training activities 
by 20 education professionals
300 training activities in  
156 municipalities (2016-2017)
4.400 parents trained in up to  
2 activities per town (2016-2017)
1 MEUR in contracting out  
[75 EUR per participant] 
in the last 3 years

Isolated ConnectedFunctionality
Rural Cosmopolitan
Set of activities Set of policies
‘Amateurial’ Professional
Municipalities per inhabitant (2016)
B A R C E L O N A , B E Y O N D T H E C I T Y
Up to  
500
501 -
2,000
2,001 -
5,000
5,001 -
10,000
10,001 -
50.000
Over
50,000
Differences among municipalities
Culture
Policy Agenda
Public Management

O C T O B E RM AY
[ T H E L O N G ] S E R V I C E P R O V I S I O N C H A I N
Offer activity
catalogue
Schools & Parent
associations 
Arrange activity 
Promote to parents
Trainers 
Arrange &
stage activity
Families 
Attend activity
Municipalities 
Bid for activities 
Set them up with
local partner
O C T O B E R M A R C H

O C T O B E RM AY
[ T H E L O N G ] S E R V I C E P R O V I S I O N C H A I N
Offer activity
catalogue
3rd
party
Schools & Parent
associations 
Arrange activity 
Promote to parents
Trainers 
Arrange &
stage activity
Families 
Attend activity
Municipalities 
Bid for activities 
Set them up with
local partner
client user
O C T O B E R M A R C H

E X I S T I N G E VA L U AT I O N
• Purely quantitative, with no qualitative input by users,
only by trainers and municipalities
• Focus on immediate satisfaction and perceived quality
of chat or workshop
• No evaluation of change on parental practices or
futher impact on children outcomes
Icons by Freepik - CC#SDinGov @educadiba @wequestion

E X I S T I N G E VA L U AT I O N
• Purely quantitative, with no qualitative input by users,
only by trainers and municipalities
• Focus on immediate satisfaction and perceived quality
of chat or workshop
• No evaluation of change on parental practices or
futher impact on children outcomes
When you
can measure,
that generation
is gone

P O L I C Y & S E R V I C E
Supporting parental role to improve
children education [equality]
P O L I C Y
One-shot activities for parents on positive
parenting or school-family collaboration
S E R V I C E
Gap

D R I V E R S F O R C H A N G E

T H E ‘ FA M I LY B U S I N E S S ’
Jordi Plana, Education manager at Barcelona County

• Large program with endless demand, but difficult to set public
value and strategic steering
• Big assets: excellent coverage of territory, good overall user
satisfaction
• Sense of not targeting those in real need. ‘Hyper-parents’
hoarding services.
• Worries about long lasting effects in parents, hence, in the
education of the child/individual
• Difficulties to differentiate from other similar programs/
services by other public agencies and charities (even bigger
than ours).
• Narrow delivery channel, not connected with other activities
of the policy framework: schooling system, community
planning, etc.
• In need of a spark for change. New head officer struggling.
F E E L I N G S

Q U E S T I O N I N G T H E S E R V I C E
Are we
making the
impact we
expect?

A I M O F T H E P R O J E C T
• What aspects of the service are valuable and should be kept?
• What aspects of the service diminish value and should be ceased?
• What innovations should be introduced?
Incrementalism Needs 
Evidence

R E S E A R C H Q U E S T I O N S
• What does it mean to be a parent? How do parents define their role?
• How do parents understand and measure value of educating themselves to
become better at parenting? What is valuable to them?
• Which resources are parents lacking? How good is the current service in
providing those resources?
• Why do some parents come to every activity and some ignore them completely?
• How do the actors in the service provision chain contribute to the service?

Icons: Freepik and Designmondo - CC
F I E L D
R E S E A R C H
Desk
research
Literature on education [Barcelona County]
Literature on service design & family engagement
In depth
interviews
Professionals [County staff, trainers,
municipal staff, social educators school
masters and teachers]
Families [engaged & vulnerable]
Probes
Families [mostly engaged]
Participant and
non-participant
Training activities for parents
Resources
Co-design
Professionals
Families
R E S E A R C H

I N - D E P T H I N T E R V I E W S
Technical staff 
Current service
process and
systems 
Identify actors
Management &
politician 
Strategic vision
School headmasters
Fit of activities in
schools & motivation 
Educational needs
Parents associations
Educational concerns 
Current activities
Trainers 
Educational
concerns 
Current
activities,
service process
and systems
Engaged
families 
Parenting
experience 
Educational
concerns 
Current activities
Municipalities’
technical staff 
Current service
process and
systems 
Local community
& parents
Icons by Freepik - CC #SDinGov @educadiba @wequestion

I N - D E P T H I N T E R V I E W S
Technical staff 
Current service
process and
systems 
Identify actors
Management &
politician 
Strategic vision
School headmasters
schools & motivation 
Educational needs
Parents associations
Current activities
Trainers 
Educational
concerns 
Current
activities,
service process
and systems
Engaged
families 
Parenting
experience 
Educational
concerns 
Current activities
Municipalities’
technical staff 
Current service
process and
systems 
Local community
& parents
There was
something
missing…
Icons by Freepik - CC #SDinGov @educadiba @wequestion

I N - D E P T H I N T E R V I E W S +
Vulnerable families 
Parenting experience 
Current activities 
Relationship with
school & social centre
Took 2
months to reach
vulnerable
families!
Social educators 
social centres &
motivation 
Educational needs of
vulnerable families 
Parenting experience
of vulnerable families

P R O B E S
Daily routines
and struggles

P R O B E S
Parenting
experience over
time

P R O B E S
What it
means to be a
parent

P R O B E S
What it
means to be a
parent Everyday:
what have you
applied?

K E Y F I N D I N G S
Never
ending
synthesis

D I F F E R E N T E C O S Y S T E M S
Activitat
Organitz
adors,col·laboradorsiparticipantsindirectes
Condicionants
T È C N I C / A
D I B A
D I R E C T O R / A
E S C O L A
F O R M A D O R A
A M P A
T È C N I C / A
M U N I C I P A L
I N F A N T S 0 - 1 8
E S C O L A
D I P U T A C I Ó
B A R C E L O N A
A J U N T A M E N T
E S C O L A
M U N I C I P A L
G E N E R A L I T A T
C A T A L U N Y A
F A M Í L I A
( A D U L T S )
F A M Í L I A
V U L N E R A B L E
F A M Í L I A
N E U T R A
A V I S
A L T R E S
P A R T I C I P A N T S
E X T R A -
E S C O L A R S
S E R V E I
D ’ A C O L L I D A
F E I N A
B I B L I O T E C A
I A L T R E S
F A C E B O O K
X A R X E S S O C I A L S
Recursos
(econòmics o materials)
Formació i canals
no existents
Cooperació
Acollida
Comunicació
Formació
Activitat
Organitz
Condicionants
T È C N I C / A
D I B A
F O R M A D O R A
T È C N I C / A
M U N I C I P A L
I N F A N T S 0 - 1 8
D I P U T A C I Ó
B A R C E L O N A
A J U N T A M E N T
C A T A L U N Y A
F A M Í L I A
V U L N E R A B L E
( A D U L T S )
A V I S
A L T R E S
V U L N E R A B L E S
F E I N A
E D U C A D O R A
S O C I A L
C E N T R E
O B E R T
Recursos
Canal directe/
invitació personal
Servei d’atenció
Comunicació
Formació
Cooperació
A C T I V I T I E S F O R E N G A G E D FA M I L I E S A C T I V I T I E S F O R V U L N E R A B L E FA M I L I E S
More actors &
exchanges
Exception

D I F F E R E N T E C O S Y S T E M S
Activitat
Organitz
Condicionants
T È C N I C / A
D I B A
D I R E C T O R / A
E S C O L A
F O R M A D O R A
A M P A
T È C N I C / A
M U N I C I P A L
I N F A N T S 0 - 1 8
E S C O L A
D I P U T A C I Ó
B A R C E L O N A
A J U N T A M E N T
E S C O L A
M U N I C I P A L
C A T A L U N Y A
F A M Í L I A
( A D U L T S )
F A M Í L I A
V U L N E R A B L E
F A M Í L I A
N E U T R A
A V I S
A L T R E S
E X T R A -
E S C O L A R S
S E R V E I
F E I N A
B I B L I O T E C A
I A L T R E S
F A C E B O O K
Recursos
Formació i canals
no existents
Cooperació
Acollida
Comunicació
Formació
A C T I V I T I E S F O R FA M I L I E S L O C A L E D U C AT I O N C O M M U N I T Y
Many relevant
actors were
ignored
Activitat
Organitz
Condicionants
T È C N I C / A
D I B A
D I R E C T O R / A
E S C O L A
F O R M A D O R A
A M P A
T È C N I C / A
M U N I C I P A L
I N F A N T S 0 - 1 8
E S C O L A
D I P U T A C I Ó
B A R C E L O N A
C . S A L U T
C A P
A J U N T A M E N T
E S C O L A
M U N I C I P A L
C A T A L U N Y A
F A M Í L I A
( A D U L T S )
F A M Í L I A
V U L N E R A B L E
F A M Í L I A
N E U T R A
A V I S
A L T R E S
E X T R A -
E S C O L A R S
A L T R E S
T È C N I C S
M U N I C I P A L S
S E R V E I
F E I N A
B I B L I O T E C A
I A L T R E S
F A C E B O O K
P E R S O N A L
S A N I T A R I
A L T R E S
A S S O C I A C I O N S
D E P A R E S
T R E B A L L A D O R A
S O C I A L / E A P
T U T O R / A
Recursos
Formació i canals
no existents
Cooperació
Acollida
Comunicació
Formació

E X P E C TAT I O N S V S . P E R C E P T I O N S
Actors
Service systems
Verbatim
Insights
There were no
formal ways to
capture the parents
expectations or
needs
The long
production chain is
like a chinese
whispers game
Activities
only based on
trainers
proposals

U S E R J O U R N E Y M A PU X W I T H I N PA R E N T I N G E X P E R I E N C E
Engaged family
Vulnerable family
Interactions at
home, school…
Touchpoints

U S E R J O U R N E Y M A PU X W I T H I N PA R E N T I N G E X P E R I E N C E
Engaged family
Vulnerable family
Interactions at
home, school…
Touchpoints
Situations can be
the same; the
difference lies in their
ability to solve
them
Changing
habits is hard: even
in the most practical
activities & engaged
families, new practices
last around 
a week
What are
families trying to
solve when they
come to an
activity

S H A R I N G R E S U LT S W I T H K E Y A C T O R S
Key: shared
reflection

F I R S T S T E P T O C H A N G E
Making the key
questions

Discovering
patterns

Deciding where
to start

A P P R O A C H E S T O I M P R O V E S E R V I C E :
Working on
each opportunity
area with the
relevant
stakeholders

W O R K I N G W I T H O T H E R S
Manuel Quero and Laura Abillar, Education coordinators at Barcelona County

PAT T E R N S F O R C H A N G E
Picture by Regiane Tosatti - CC

Keep same
service concept
& basic process,
systems
Potentially higher
impact, but
require change in
service concept
O P T I M I Z AT I O N S A N D I N N O VAT I O N S

Keep same
service concept
& basic process,
systems
Potentially higher
impact, but
require change in
service concept
O P T I M I Z AT I O N S A N D I N N O VAT I O N S
Same topics,
two levels of
intervention
Doubts: easier
to start acting, but
also easier to delay
real change…

N E U T R A L FA M I L I E S
E N G A G E D
2 0 %
V U L N E R A B L E
2 0 %
Present 
Discipline childrenFuture 
Inspiring children
Little interest
S E G M E N T I N G FA M I L I E S

N E U T R A L FA M I L I E S
E N G A G E D
2 0 %
V U L N E R A B L E
2 0 %
W H Y V U L N E R A B L E FA M I L I E S D O N ’ T C O M E
Future-oriented 
Develop criteria 
Able to learn passively 
Know specialized pedagogy terms 
& abstract thinking 
Comfortable at school 
Active attitude in class
Present-oriented 
Solve a practical concern 
Not used to learn passively 
Does not know pedagogy terms; 
barrier for abstract discourse 
Uncomfortable at school  
(feel questioned) 
Active attitude only among equals

E N G A G E D
V U L N E R A B L E
FA M I L I E S & T Y P E O F A C T I V I T Y
Theory
Reflection 
workshop
Practical 
advice
Practice  
in class

U N C E R TA I N I T Y M O M E N T S
Everyone
advises
Kindergarden Primary Secondary
3 7 1 0 1 4 1 6
More
independent 
Can walk 
Leave him at
kindergarden
Starts school Conversations
From child  
to big boy
Unfamiliarity 
Doesn’t need
parents 
Weird time
Fully
indepenedent 
Adapt to his
decisions

U N C E R TA I N I T Y M O M E N T S
Everyone
advises
Kindergarden Primary Secondary
3 7 1 0 1 4 1 6
More
independent 
Can walk 
Leave him at
kindergarden
Starts school Conversations
From child  
to big boy
Unfamiliarity 
Doesn’t need
parents 
Weird time
Fully
indepenedent 
Adapt to his
decisions
Tiredness &
lack of
organization
School
model
Friends &
bad
influences
Limits
to his
decisions
Anger
with lack of
collaboration
at home
Adapt to
secondary &
high school

R E N E W C ATA L O G W I T H
A C T I V I T I E S F O R
U N C E RTA I N I T Y
M O M E N T S I N A C T I V I T Y
T Y P E S T H AT S U I T A L L
FA M I L I E S , I N C L U D I N G
V U L N E R A B L E O N E S
O P T I M I Z AT I O N

O P T I M I Z I N G R E L AT I O N S I N C U R R E N T C H A I N :
Laura Abillar, Education coordinator at Barcelona County

• Communication tools:
• Predefined promotional messages for actors further in the chain in the appropriate channels used by
parents (Whatsapp & Piulapp groups, emailing by schools, social media…)
• Face-to-face personal invitations (by tutor, headmaster or social educator)
• Explanations for actors linking county policy with their interests and motivations
• Existing best practice by stakeholders:
• By municipalities: direct relations with parents, activities as part of a local education programme (parents
school), how to establish a relationship with trainers
• By trainers: when to schedule activities, surveys before and additional material after activities, how to
establish a relationship with municipalities
O P T I M I Z I N G R E L AT I O N S I N C U R R E N T C H A I N

• Communication tools:
• Predefined promotional messages for actors further in the chain in the appropriate channels used by
parents (Whatsapp & Piulapp groups, emailing by schools, social media…)
• Face-to-face personal invitations (by tutor, headmaster or social educator)
• Explanations for actors linking county policy with their interests and motivations
• Existing best practice by stakeholders:
• By municipalities: direct relations with parents, activities as part of a local education programme (parents
school), how to establish a relationship with trainers
• By trainers: when to schedule activities, surveys before and additional material after activities, how to
establish a relationship with municipalities
O P T I M I Z I N G R E L AT I O N S I N C U R R E N T C H A I N
Consistancy
along the chain to
make sure policy is
not undermined by
crevices between
actors

A C T O R S ’ R E S O U R C E S , D R I V E R S A N D S T O P P E R S
Social educators 
Personally engaged with vulnerable
families & able to summon 
Know needs of vulnerable families 
Encourage families in their centre &
build up their self-confidence 
Centre as a place for growing up,
learning and having fun 
Not linked to education community 
Siloed in social service 
Lack of time & resources
School headmasters & tutors 
Channels to all families & trust 
Know needs of families 
Contribute to education 
Cultivate ties with parents 
Innovative school 
Fit with school values 
Negative perception of talks 
Dependant from other body
(lack of time & attention) 
Saturated channel
Municipal staff 
Relationships and contact details of
families and local education
community  
Attractive offer for families and for
schools (sell) 
Lack of time; no influence over
municipal education policy 
No contact with neutral and
vulnerable families (bias) 

Activitat
Organitz
Condicionants
T È C N I C / A
D I B A
D I R E C T O R / A
E S C O L A
F O R M A D O R A
A M P A
T È C N I C / A
M U N I C I P A L
I N F A N T S 0 - 1 8
E S C O L A
D I P U T A C I Ó
B A R C E L O N A
C . S A L U T
C A P
A J U N T A M E N T
E S C O L A
M U N I C I P A L
C A T A L U N Y A
F A M Í L I A
( A D U L T S )
F A M Í L I A
V U L N E R A B L E
F A M Í L I A
N E U T R A
A V I S
A L T R E S
E X T R A -
E S C O L A R S
A L T R E S
T È C N I C S
M U N I C I P A L S
S E R V E I
F E I N A
B I B L I O T E C A
I A L T R E S
F A C E B O O K
P E R S O N A L
S A N I T A R I
A L T R E S
A S S O C I A C I O N S
D E P A R E S
T R E B A L L A D O R A
S O C I A L / E A P
T U T O R / A
Recursos
Formació i canals
no existents
Cooperació
Acollida
Comunicació
Formació
C H A I N T O E C O S Y S T E M Opportunities
for collaborating
more actively with
other actors, like
healthcare
professionals
Defining
local needs and
approaches, sharing
resources, in an
integrated
approach
Actors are not
only in need of
services; they have
resources and can
contribute

E N G A G E L O C A L E D U C AT I O N C O M M U N I T I E S
Ideas &
resources needed
for generating tighter
relationships with
local actors

P L AT F O R M
Measure activity and
impact across time
S E R V I C E N E T W O R K
Information exchange
among professionals
Follow-up with trainers after
face-to-face workshops

FA M I L I E S
Training itineraries
per topic in nearby
towns
Icons by Freepik & Vectors Market#SDinGov @educadiba @wequestion
Exchange or
information and
practice among
families
Resources and
information by
children context

S C H O O L T E A C H E R S A N D H E A D M A S T E R S
Provide resources
for teachers: advice,
activities on demand
& activity guides
Involve schools
in evaluating the
impact of
parental training
over children
• Define expected impact
• Have tutors or teachers follow KPI or
behavioral and attitudinal changes on
children
• Link to school
goals & values
• Translate
activities into
other resources
Icons by Freepik & Smashicons - CC#SDinGov @educadiba @wequestion

• Service production cycle > can only introduce
changes once a year
• Cannot discontinue service
• Substitutes in the long term built upon
evidence based policy-making
• Give time to prototyping and pilot: old & new
co-existence
• Coupling service design methods and
government culture
• Political mandate lasts four years…
PA C I N G I N N O VAT I O N I N P U B L I C S E C T O R
Fast
Slow

O P T I M I Z AT I O N S
• From topics based on family roles
(positive parenting, family engagement,
VET…) to a ‘family journey’ approach
focused in uncertainty moments (time
management, choosing a school, bad
influences, limits to decisions…)
• From content oriented lectures to
practice in class with a focus on the
learning experience and the
achievement of key objectives (to know,
to do, to be, to live together)
Currently
doing
Steering the
service for the
first time

I N N O VAT I O N S
• Multiply channels over our current
service (extend to before and after
activity moments)
• Clustering existing service within
schooling system & embedding
activities in school educative project
• Conceive a radically different service
model for family support
To do
Protyping
from idea to
implemen-
tation
Check-
point

G O I N G U N D E R C O V E R F O R C O N T I N U I T Y
Mean- 
while
Picture by Josh Sorenson - CC
Optimize
A P P R A I S A L
Key info
I N T E N T
New contract
specs
R U N
Framework
agreement
procurement
F R A M E
Leap over
mandates
C O N T I N U I T Y

T H E S P E C T R U M O F P O L I C Y D E S I G N
Adaptation from Howlett, Mukherjee: 2015#SDinGov @educadiba @wequestion
Traditional approach
NON-DESIGNS
BargainingLog-rolling Clientelism
Electoral
opportunism
POLICY DESIGNS
Stretching
Dumb
layering
Smart-
patching
ReplacementReplacement
Service design
Optimization Innovation

L E G A C Y
Picture by Regiane Tosatti - CC

P E R S O N A L TA K E A WAY S
Manuel Quero, Education coordinator at Barcelona County

T O N I P É R E Z & I T Z I A R P O B E S
#DibaOberta
T H A N K S ! Q U E S T I O N S ?
WE QUESTION
OUR PROJECT

Questioning a policy through design research

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