Improving Information Services for Education The Strategic Vision - - PDF document

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Improving Information Services for Education The Strategic Vision

• New services will transform the way information is

shared across the education sector, enabling:

– Education establishments to personalise services – Save time and increase data security

• Enable individuals to take ownership of their information

and to share it with providers and employers if they wish

• Ultimately provide a picture of every person’s

participation and achievement

• Help the move towards a self-regulating and streamlined

sector

• Enable providers to focus on meeting the needs of

learners and employers

How the services relate

• The services overlap but are distinct
• The scope of each service is different
• They do work together

– The information authority advises MIAP – The information authority decides on post-16 uses of MIAP services – MIAP services support the Data Service – The Data Service will supply data to MIAP – The IA determines the data collected by the Data Service

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FE IA/DS MIAP User Community

MIAP Learner Record

S6F

SCOPE OF FE IA and DS

Learner Data

The differences are

• MIAP collects a narrow set of the data
• MIAP collects from Post-16, Schools,

Universities and Awarding Bodies

• The Data Service collects a broad set of data
• The Data Service collects from post-16
• The information authority governs post-16 data

collection.

Introducing the MIAP Learner Registration Service Regional Workshops February – May 2008

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Introduction What is MIAP?

MIAP stands for Managing Information Across Partners. It is a programme of work led by DIUS and delivered by LSC. The LSC is responsible for delivering MIAP but not what it is. One of its work streams is the Unique Learner Number. The others are

• The UK Register of Learning Providers
• The Common Data Definitions

Next Question

Q: So why is the LSC presenting this and not MIAP? A: MIAP doesn’t require anyone to use its service. That requirement comes from projects that use the Unique Learner Number In post-16 this has come from the LSC.

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The Rumour Mill

The Unique Learner Number (ULN) is not The Learner Record

The ULN is required to be shared the Learner Record is not The Learner Record will

• Be accessible to the learner
• Will allow the learner to control aspects of their record

The Learner Record will not

• Contain behaviour or exclusion information

The Learner Record is in development

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The Learner Registration Service

The ULN & LRS

And other TLAs

The ULN is an index number for the learner It is a centrally allocated 10 digit number Allocated by the Learner Registration Service (LRS) It is designed to provide better service to the learner It is designed to simplify the collection of data

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Relation to other numbers

No formal link. Contact Point Can be linked to a ULN record. Scottish Candidate Number No formal link , the NINO is not stored National Insurance Number ULNs will be stored against NPD

• records. No other relation. UPN

stops when the student leaves school. Unique Pupil Number Relation Number

How Does it Work?

1) A learner arrives at a college. 2) The college queries the LRS. 3) The college receives the ULN. 4) The student moves college. 5) The new college queries the LRS. 6) The new college receives the previous ULN.

Student registered at College A Student arrives at College B

Getting Started

To obtain ULNs you need to register with the LRS. You will sign an agreement, and assign a principal user. You will become a learner registration body (LRB). You will need to check your MIS - if you have one - can support the ULN. If not, you will need to choose the best tool to support you.

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The Data Items

Get by Demographics Given Name Family Name Date of Birth Gender Postcode Additional Fields

Preferred Given Name Middle Other Name Previous Family Name Family Name at 16 School at Age 16 Last Known Address line 1 Last Known Address Line 2 Last Known Address Town Last Known Address County or City Email address Nationality Scottish Candidate Number Marital Status Country of Domicile Place of Birth in UK Telephone Number

Get by ULN ULN Given Name Family Name

What are the issues?

You will need to work through the issues in assigning ULNs

• Verification types
• Data sharing
• Training
• Communications

You should also consider

• Submission to ILR
• Use within Diplomas
• Use within QCF

What’s in it for me?

Not a lot in the first year, however……. There is jam tomorrow but more usefully for this year we are ensuring all new projects use the ULN. Projects in 08/09 using the ULN include:

• The 14-19 Diploma
• The Skills Accounts Pilot
• The Apprenticeship Matching Service
• The Qualification Credit Framework
• Offender Learning and Skills
• Education Maintenance Allowance

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ILR Submission

We are asking for the ULN in the ILR for a number of reasons: To track uptake To minimise reporting requirements on providers To provide anonymous progression and attainment reports

The ILR 2008/09

The ULN field is a validation field for 2008/09. The ULN field must be filled in. For learner responsive and employer responsive the field should be completed either with a ULN or 9999999999. The number of 9999999999s will be monitored and support offered. The ULN should not be a barrier to enrolment or funding.

Roadmap

LRS 1 a

Get/Create ULN Batch Create Portal Create User Management

LRS 1 b

Web Service Reports

LRS 2

Prototype Learner Record Reports National Pupil Database load

LRS 3

OLASS Support Learner Record Reports

LRS Future

SIF QCF Identity for young learners UKRLP Centre Validation Consortia Registration

UKRLP

Future Developments

UKRLP

Existing Service Learning Provider Registration Information Brokerage

CDD

CDD to Common Basic Data Set (CBDS) Alignment

CDD

Common Data Definitions XML Schema

CDD

CDD Version 2

CDD

Schools Interoperability Framework (SIF) IF Alignment

2007 2008 Future

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The Learner Record

The Learner Record is still in development

– The first version will be available for academic year 08/09 – The second version will be available for academic year 09/10

• It will contain a learner interface
• It will contain a web service interface
• It will have granular consent management
• It will contain data from the ILR
• It will contain data from the NPD

Functionality is subject to change

Help and Support

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Who has contributed?

124 Providers were involved 135,437 students were registered A mix of providers were involved

– Sixth Form Colleges – FE Colleges – Local Authority Adult Education – Work Based Learning Providers

Changes were made as a result of their experience

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What has been produced?

We have revised our processes for

– Provider Registration – Data Governance

We have developed our Guidance

– Interface guides – Benefits guides – Implementation pack – Helpdesk guidance

Improved our service

The Interface Guide

What is it?

• The interface guide details the format of the batch file and the web

service.

• There are two guides one for batch and one for the web service.
• The web service spec can be obtained by contacting the helpdesk.
• The batch spec is available on the MIAP website www.miap.gov.uk

The Implementation Guide

What is it?

• It contains guidance on policy changes
• A getting started guide
• An internal communications pack
• A technical toolkit

It is available on the MIAP website www.miap.gov.uk

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Verification

Verification in MIAP is the record that you have seen a third party ID This can be a number of different documents including:

– Bank Card – Exam Certificate – NI Card – Employers ID – Benefits Letter

College own ID document is not sufficient If no ID document shown use “unverified”

Data Protection

The ULN is considered mandatory

– There is no opt out

Data sharing notice is for information purposes The Learner Record is voluntary

– It is opt out – It is granular – It is in the learners control

The details of data sharing are contained in the fair processing notice. Some elements of this are in the ILR

The Benefits Guide

The Benefits guide introduces the strategic plan. It introduces the benefits planned for post-16. It introduces the KPI’s we will use for measurement. It suggests ways you could measure you own benefits take up.

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Who ya gonna call

PROBLEM Policy Operation Funding Skills Accounts NAMS OLASS ULN/LRS Diploma Diploma QCF QCF

LOCAL LSC

MIAP QCA QCA

The MIAP Helpdesk

Telephone: 0845 602 2589 Opening hours: 8.00hrs – 18.00hrs Email: lrssupport@miap.gov.uk Website: www.miap.gov.uk The Learner Helpdesk will be available from September to support the learner record.

The QCA Helpdesk

For technical information regarding the Diploma Aggregation Service: Website: www.diploma-aggregation-service.co.uk/home.php For general information regarding the Diploma: Email: diploma@qca.org.uk Website: http://www.qca.org.uk/qca_5396.aspx For information regarding the Qualifications and Credit Framework and the Learner Achievement Record (LAR): Email: QCFSupport@qca.org.uk Website: www.qca.org.uk/qca_8150.aspx

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Next Steps

Register with the Learner Registration Service. – Contact the MIAP helpdesk – You will sign an agreement, and assign a principal user. Check your MIS - if you have one - can support ULN If not, you will need to choose the best tool to support you. Review the process changes & review how you need to use it Try a batch upload from current students.

DO THIS AS SOON AS POSSIBLE!

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Introducing the information authority

Regional workshops 2008 the information authority Secretariat

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Agenda

• 1. Introducing the information authority
• 2. The information authority work plan
• 3. The ILR change request process for 09/10
• 4. Stakeholder engagement
• 5. Your questions

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Introducing the information authority

• An independent body, funded by DIUS and LSC
• Comprises a strategic board with an independent

Chair, supported by a Secretariat

• The board meets 3-4 times a year
• Board members are representatives from ALP, AoC,

DIUS, DCSF, HEFCE, HOLEX, LLUK, LSC, QCA, SSDA, Ofsted

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Why was it established?

• FE White Paper identified a

need to improve the way that information is collected, used and shared across the FE system.

• Sought to bring together the

information needs of all FE based on common standards.

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Role of the information authority

• The information authority will:

– assess need vs. burden for all new data/information requests – set, regulate and enforce standards for data definitions, data collection and reporting for the FE System – ensure better use of data (collect once, use many times, used by all)

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the information authority Secretariat – Structure

Community & Stakeholder Management Standards & Quality Management Project Management Head of Secretariat

information authority Chairman

Accountable to

FE System Community

Head of Secretariat

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Progress

• the information authority Board and Secretariat are
• perational.
• Current Focus:

– Managing the Individualised Learner Record process – Influencing key initiatives, e.g. Framework for Excellence, Diploma Aggregation Service, set up of Data Service – Working with MIAP (Managing Information Across Partners) and the Data Service

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Activity stream 1: Analyse data burden

What?

• Extent of data burden
• Causes
• Options to reduce

How and when?

• Formal project commenced February ‘08
• Evaluation of study results – starting April ‘08
• Anecdotal evidence from stakeholder engagement

(ongoing)

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Activity stream 2: Set data standards

• 1. Define common data standards for FE data – starting May ‘08
• 2. Review data definitions, algorithms and align collection / reporting

dates – started Jan ’08 focussing on the ILR 2009/10 specification

• 3. Align HE and FE and schools data definitions and standards –

current dialogues between HESA/HEFCE and Ofsted

• 4. Resolve discrepancies – LSC / Ofsted reporting started Jan ‘08

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Activity stream 3: Data collection and analysis

• 1. Reference document: what data is collected, how is it

analysed, and for which reports – beginning Apr ‘08

• 2. Transparent process & procedures for changes – started

for the ILR 09/10 and ready by June ‘08

• 3. Removal of data duplication (priority data) – phased

approach for ILR 09/10

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Activity stream 4: Data reporting

• 1. Review of key standard (shared) reports from ILR – analysed

LSC reports (1600+) with initial results scoping the forthcoming project

• 2. Define rights / limitations on data access – starting with ILR data;

scoping the Data Service boundaries in consultation with stakeholders (Feb-July ’08)

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ILR change process 09/10 overview

Publication

• f ILR spec

Submission of ILR change requests for 2009/10 Submission of 2010/11 changes Closing date for change requests for 2009/10 Sign off at IA Board meeting Assessment & consultation

Ongoing discussion of future data needs

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ILR change process flowchart

Consultation Dispute? IA Board Publication Submission Discussion of future data needs Change declined

Progress? Yes

Reconsideration

Progress? No No Yes

Consideration

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Consideration (assessment criteria)

Well defined request with a robust business case Supports a key sector target or goal Robust enough data to meet the business goal. Benefit of collection

• utweighs the burden

ILR is the best collection method Costs can be accommodated Changes can be delivered in time Supported by the relevant stakeholder organisation

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Summary of key themes

• Ongoing process which is open and transparent
• Early involvement of all interested parties
• Interactive web - a key communication medium
• Fully documented
• Potentially applicable to other data collections

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Stakeholder Engagement

• Run face to face workshops
• Attend conferences
• Provide an online community platform
• Advice and guidance surgeries
• Always be available …

Effective stakeholder engagement is vital for the information authority. We aim to:

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Stakeholder engagement methods: have your say …

External websites and intranets Meeting stakeholder representatives e.g. board members the information authority communities of practice Advice & guidance surgeries Individual stakeholder catch-up calls the information authority website Breakfast/lunchtime seminars Formation of a multi- stakeholder working group Publicity materials Workshops Existing advisory & working groups E-shots Online chatrooms Ambassadorial role of the information authority’s Chair Press releases & notices Sponsorships Individual stakeholder visits Newsletter Conferences e.g. AoC NILTA conference Visits & meetings Publications and electronic dissemination actions Workshops & events series

1. Which 3 key activities do you prefer? 2. Which activity is the least preferred? 3. What local or regional groups exist that the information authority can engage with?

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The Big Question

If you could change one thing about further education data, what would it be and why? For example:

• Burden?
• Duplication?
• Transparency of process?
• Communication?
• or something else?

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Your turn to ask the questions Your turn to ask the questions … …

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Thanks for your time and keep in touch …

• Visit our web-site – contribute to comments and feedback:

www.theinformationauthority.org.uk

• Spread the word about the information authority
• Contact us at mail@theia.org.uk with ideas, contributions

and queries – or telephone 024 7682 5658

• Subscribe to the “Inform” newsletter

(email fesystemdataprog@lsc.gov.uk )

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The Data Service The Data Service - Vision

• Launch in April 2008 - evolving towards full maturity by 2010/2011
• Authoritative source of sector-wide data
• Managing the collection, transformation and dissemination of data

within policies and standards framework set by the information authority.

• A focussed customer relationship capability
• Extensive analysis and reporting capability
• Research capability to:

– test the feasibility of information authority data improvement initiatives – assist the information authority with assessing the data impact of sector policy changes on providers and agencies

• Responsive to the changing data needs of the sector
• Capable of taking the sector lead on innovative ways of using

information for improved strategy planning and service delivery

The Data Service - Services

• Collection, analysis and dissemination of data sector-wide
• Operate a portfolio of data services covering the collection,

processing, analysis and dissemination of data

• Support stakeholders in the use of data services
• Service the data and reporting needs of:

– Government departments – national agencies and other public bodies – learning providers

• Maintain a holistic and comprehensive view of sector data
• Together with the information authority, take the lead on sector-wide

innovations towards better use of data based on lessons learnt from the wider economy

• Provide stakeholder support for analytical tools and practices that

may assist in improving the dissemination and use of data

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Identifying and Quantifying Provider Data Burden

February/March 2008

• Two objectives:
• Introduction to the study
• Calls for assistance / participation

in fieldwork

This session

• Systematically assess and investigate provider data burdens
• Identify quantifiable and qualitative impact of such data

burdens

• Identify and clarify variances of interpretation across

providers Used to:

• Provide a benchmark for measuring benefits from the

information authority and the Data Service

• Direct the work of the information authority and the Data

Service - tackle the high burden areas

Aims and purpose

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• What do we mean by ‘data’?
• What do we mean by ‘data burden’?

‘Data Burden’ - Definitions

Work to be completed:

• Build framework for identifying and measuring ‘data

burden’

• Refine framework through consultation
• Establish cross-sample of providers with whom to

populate framework – structured surveys, interviews, visits

• Report findings to the information authority Board

after April 2008

Approach

Essentially trying to understand the relationship between:

Outputs What are the data demands being met? Inputs What are the activities to meet these demands / estimated levels of effort and associated costs at the provider level? Quality Perceived value of activity / outputs / other quality measures

Working definitions

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Outputs – Data demands

Types of data transaction which cut across:

• Process areas
• Third parties (i.e. source of data demand)

Includes ‘downstream’ demands on providers – e.g. interpreting / analysing information based on data provided

Inputs – Types of data activity

Collating data Preparing data Inputting data Validating / checking data Analysing data Submitting data

Working definitions

We think these are in scope:

• Statutory, regular collections and returns (e.g. the various ILRs,

HESA Student Record, etc)

• Transactions as part of a defined process (e.g. interactions with

awarding bodies during candidate registration and exam entry; Quality assurance and inspection; etc)

• Responses to ad-hoc enquiry / data requests (e.g. one-off

surveys; information (individual student / aggregate information to Local LSCs, Connexions, etc)

Types of data transaction

We think these are in scope:

Funding distribution Planning Performance monitoring Quality assurance and inspection Assessment and achievement (including interactions with awarding bodies) Learner tracking Learner individual financial support administration Partner information-sharing Statistical analysis / policy development

There are other processes which will be core for a provider, but will not necessarily require a significant proportion of ‘data demands’ to be met

Process areas

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We think these are in scope:

Third parties

National LSC HEFCE Nursing and Midwifery Council Local LSCs HESA Office of Fair Access (HE provision) Awarding bodies HM Revenue & Customs Ofsted Connexions Immigration & Nationality Directorate, Home Office Other learning providers DIUS Jobcentre Plus Police EMA (Education Maintenance Allowance LLUK Regional Development Agency Employers Local Authorities – Education / Social Services Sector Skills Councils General Teaching Council for England Local MP Student Loans Company NHS Trusts Training & Development Agency