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DfE Data Exchange Project The Analytical Review The remit and my strategic recommendations for future data needs Roger Plant, So Direct Ltd. Co –Author, The DfE Analytical Review. The Analytical Review. Terms of Reference Key factors Conclusions and recommendations
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DfE Data Exchange Project The Analytical Review The remit and my strategic recommendations for future data needs Roger Plant, So Direct Ltd. Co –Author, The DfE Analytical Review
The Analytical Review Terms of Reference Key factors Conclusions and recommendations This review asked that we find a system where only data essential to the Department and to a devolved self-improving system is collected. Such a system needs to be efficient, trusted and must maintain appropriate standards of quality.
The number of different systems used to collect and deliver the data with each needing specific new programming, documentation and user training whenever data is changed. The same data is being changed and checked in parallel by different people at different processing stages without modifications feeding back to the source (the delivery organisation which generated the data). That the Department is dealing with ever increasing numbers of delivery organisations during this checking process. As more schools convert to Academies the Department must check data with thousands of schools individually rather than through 150 local authorities. The fact that data held by schools and other frontline providers on their systems is not the same as that held by local authorities or the Department. This means that data has to be reconciled every time there is a data collection. Analytical Review: Key Factors to address
We need to move to model where: Data can be automatically moved from one organisation to another with no manual intervention Data is updated and shared on a real-time basis as part of day-to-day business processes Data is available to all of the people who need it for decision making when they need it. Analytical Review: High Level Vision
To achieve this vision the Department should put in place the standards and technology that will enable the automatic flow of data. This can be done using off-the shelf technology that is widely used commercially, that will: Collect only the data that is needed at a given moment rather than larger set-piece collections. This will support the gathering of timely and less burdensome data exchanges. Automate data checking and validation, with responsibility for accuracy pushed back to source. Provide real-time feedback to delivery organisations and third parties in a format that can be used for comparative analysis. The more data is used and is useful, the greater the incentive to increase accuracy and so the system becomes self-cleaning. Enhance the efficiency and effectiveness of the data warehouse and the School Performance Data Programme as data will be more readily available and up-to-date. Draw on existing industry-wide standards so that data sets can be efficiently matched together, whilst also allowing new categories of data to be added for use in schools, authorities and the Department at minimum cost. Automate data collection wherever possible for all education and children’s services. For example, through agreement with schools, attendance data or free school meals data could be regularly accessed. Support teaching and learning directly. The system will be able to cater for broadening data demands particularly in relation to performance and pedagogical data held in systems such as learning platforms. Reduce the costs related to the management and use of data both within the Department and throughout the education and children’s services community. Analytical Review…more specifically…
The Department should source an interoperability system for the exchange, use and maintenance of all data. An appropriate data model should be developed through collaborative design between users and system suppliers coordinated by the Information Standards Board. The Star Chamber should be used to ratify the inclusion of data items in the data model. The remit and membership of Star Chamber should be reviewed as part of the changes to the system Data should be gathered and used in real-time, as part of the day-to-day business processes. Some formal collections may still be timetabled (for example core pupil data - once a year) whilst others will be running regularly (for example attendance data gathering - weekly). The data exchange process should include a data validation system designed to ensure that data is always validated at source. The data validation service should be able to be used independently of data exchanges to help ensure the accuracy of source data. The Department’s data warehouse should become the one-stop-shop for all education and children’s services data in England. The system should provide analytical tools within a Departmental web portal offering controlled access to reports and data extractions for the community. Analytical Review: Further recommendations
Learning from International Experience: With thanks to NSIP - Australia Extracts have been taken from NSIP PROGRAM REVIEW A REVIEW FOR THE NATIONAL SCHOOLS INTEROPERABILITY PROGRAM (NSIP) STEERING GROUP 12 FEBRUARY 2013
AUSTRALIA - NATIONAL SCHOOLS INTEROPERABILITY PROGRAM (NSIP) Achieving interoperability between education systems is increasingly crucial The ability for education information and communication technology (ICT) systems to effectively interoperate is becoming essential to deliver national and multi-jurisdiction education policies and projects. The evolving policy context is driving demand for further work on systems interoperability There is agreement that demand for interoperability support is growing and is principally driven by four primary factors: a growing trend towards national education policy and projects; constrained public finances; technological advances creating new opportunities for education innovation; and desire for student-centred programs.
Interoperability refers to the capacity for information systems to effectively exchange data using agreed standards and architectures. The concept of interoperability is not new, but there is a growing view that systems must be able to share information and resources to support common education objectives. Achieving interoperability requires a coordinated focus on technical standards, the design of systems that capture, store and transfer data, as well as the strategic decision making and business processes of system owners. Interoperability can be described through its practical applications, including: Interoperability of systems that provide access to learning resources and teaching tools Interoperability of systems that enable reliable and secure transfer of student data Interoperability of systems that support online assessment and performance monitoring, including the linking of datasets required for reporting purposes Interoperability of systems that will support online learning using products and services from multiple providers on an increasingly diverse range of devices. AUSTRALIA - NATIONAL SCHOOLS INTEROPERABILITY PROGRAM (NSIP)
NSIP Conclusions 1: Interoperability will remain a priority for national education projects, and will be difficult to achieve without a national forum bringing together the views of the full range of education stakeholders. 2: There is a strong case for a nationally representative interoperability entity to be retained, performing many or all of the functions currently undertaken by NSIP. 3: Interoperability support should apply to all national or multi-jurisdictional education projects involving technology components. 4: Understanding of the value of interoperability and underpinning issues that need to be solved should be broadened beyond those with specific ICT knowledge.
Data standards We must go forward beyond Common Basic Data Set Governance We will establish protocols to cover data exchange so ensuring “Managed Interoperability” Usage We will ensure that data exchange has the potential to support all aspects of education management In conclusion, we should work for a clearer articulation of the role and benefits of interoperability. This will increase understanding of its potential value among stakeholders and in turn will help to broaden support for systems interoperability in general, and potentially assist in clearing roadblocks in the delivery of relevant projects. Analytical Review – going forward…
Data Exchange Phase One: Defining the solution requirements with confidence Eight Core Activities… 1. Understanding Interoperability & Learning from others 5. Legislation 2. Stakeholder Engagement 6. Interdependency 1: Definitions, Data Models & Standards 3. Scoping of Data Exchange 7. Technical Architecture: Documenting requirements and appraising high level solutions 4. Demonstrations of Technologies & input from implementers 8. Establishing the project and governance
Data Exchange Project : What a data exchange means to us Principles to note: • School / Provider MIS market & relationship not affected • All MIS are still free to be structured as they please (yellow, green, brown etc) • All MIS need to be able to talk the same language at some point, hence the ‘common language translator’ prior to the exchange all being red. A common language is needed for all exchange approaches • Movement of data can be out of, and into, a school / LA / DfE • The central exchange technologies can be set up in infinite different ways…figuring out the best way is where we need most help! Data exchange
Data Exchange: Benefits in an afternoon… Children • Quicker Identification of those going off role and not reappearing – supporting troubled families • Interaction with school nurses would reduce ‘falling between the gap’ when moving schools • Data held on the child automatically accessible should the child cross LA boundaries e.g.: statement information immediately available • Quicker processes for decision making e.g. FSM DfE • More timely evidence base to support decisions • Less cost associated with obtaining data • More frequent information • Ability to develop new collections more quickly • Future proof system easily adapted to handle academisation programme and future initiatives • Together with SPDP, support greater use of data in schools and research community • Increase internal monitoring. • Enable schools and LAs to drive benchmarking and analytical agenda. Putting evidence in the hands of local decision makers Schools / Providers • Reduced collection burden from DfE • Greater recognition / consistency with DfE / ‘published’ data • Greater access to comparative data • Common Transfer File always available, not dependent on departing school sending • Allow existing system compatibility • Input once use many times. No need to send several consumers the same data (eg LA, DfE Ofsted) • Potential to speed up processes such as HR data when teachers move to a new school Fast and simple data movement LAs • Reduced administrative costs for things like FSM entitlement • Less time chasing schools for data • More frequent attendance data = better understanding of impact of interventions • Better information to support capacity knowledge and admissions process • Allow existing system compatibility • Cross boundary information immediately available
Vision – a reminder The vision for the ‘To Be’ state Data Exchange capability is that data is: Moved from one organisation to another with minimal manual intervention and interoperable data exchange Uploaded to an operational data store and shared on a near real-time basis as part of day-to-day business processes that require it Available to all of the people who need it for decision making when they need it
