1 Executive Summary
1.1 This report proposes options for a management information strategy for the Scottish Education sector.
1.2 The overriding mission of the Scottish MIAP Development Group is "to generate an environment whereby high quality information is available to inform decision making at all levels in such a way as to provide benefits to all learners and other stakeholders in the Scottish Education Sector"
1.3 To this extent recommended options are proposed to improve the ability of the sector to meet stakeholder requirements of the information held which in turn will realise the mission expressed above.
1.4 This report considers the strategic management information requirements of the Scottish Education Sector in relation to the English Management Information Across Partners programme and other management information initiatives across the UK.
1.5 The focus for practical action by all in the sector can be summarised into three aspects of further work. Whilst unique in approach the three areas are very much interrelated and consideration must be given to all three simultaneously if benefits are to be gained from any development. The three areas and proposals for development are as follows:
- Improving Information on Providers
1.6 Many of the information requirements of the sector relate to providers. There is a need to aggregate information on providers such as learning opportunities offered, indications of quality and locations. Such information needs to be held using common data definitions and be accessible to a range of stakeholders. It is important that a register of information on providers be connected across the UK as providers, especially private providers, are able to operate across the UK.
1.7 At present there is a range of data sources on Scottish providers but none meet the exact requirements of all stakeholders.
1.8 This report recognises the work ongoing through learndirect scotland to provide the Scottish component of the UK Register of Learning Providers and recommends option 1 be adopted by the sector (see page 24, paragraph 6.59 for illustration). This option proposes that the existing data source of the learndirect scotland provider register be the lead information source with other existing 'data bins' feeding in.
1.9 This option would build on existing systems but require an initial alignment between partners to include the unique provider numbers and a web based interface into their systems. This would build on existing learndirect scotland delivery mechanisms. There would be a requirement to establish data sharing agreements so the data can remain as current as possible and there would be a need for this to be managed on an ongoing basis.
1.10 The learndirect provider register would be promoted across the sector as the central source of information on providers with the MIAP group offering strategic guidance on specification and requirements. While this would be the primary source other data sources would supplement this to provide a holistic picture of provider information to the end user.
1.11 In terms of development the proposed methodology is set out on page 43 which proposes to work alongside developments in the UK Register of Learning Providers. An initial scoping study for the proposals would be followed by a data sharing framework. Technical development of the system and the implementation of the underlying business processes would follow prior to the system going live. The key to success would be effective project management from the development end under the strategic direction of the Scottish MIAP Development Group.
- Improving Information on Learning (Including Qualifications)
1.12 Many other stakeholder information requirements could be met by a central information source pertaining to learning opportunities, including qualifications and their comparability, offered across the Scottish Education sector.
1.13 Again there are at present a range of sources capturing information on learning opportunities in Scotland but not one central source that meets the needs of all stakeholders.
1.14 This report recommends that option 1 be adopted by the sector (see page 32, paragraph 7.53 for illustration). This option proposes that either the NLOD system or SQA Qualification Database take the lead as the central data source with other existing systems feeding in as with providers.
1.15 This would build on existing systems but require either an alignment of system specifications across systems or suitable interface to translate existing systems into the language of the lead.
1.16 Processes would need to be established to support this development in partnership with a management team to ensure the accuracy of the system and the data held within.
1.17 In terms of development the approach contained in paragraph 1.11 would apply. A key focus for consideration in the scoping study would be which existing data source is deemed to be most appropriately located to take the lead.
- Improved Information on Learners
1.18 A key source of information for the sector is that pertaining to the leaner and their activities; this is a significant source of information in much of the strategic level decision making.
1.19 With regards to MIAP the collection of learner data is a given. It is fundamental to many operational functions and as such is collected by many in a range of methods across the sector.
1.20 The focus for the MIAP strategy is therefore to look at ways in which arrangements can be developed to improve the efficiency and effectiveness in collection and management of the data and its subsequent process into information to inform decision making.
1.21 Existing data collections meet the operational needs of the agencies that collect them. The three main phases of formal education, schools, FE and HE, are represented by three such data collections. The information held within is potentially very powerful for the sector, the focus here is about realising the optimum potential.
1.22 The learner data set is a notional, yet highly important concept. It is not, nor is it proposed to be, a singular collection of all learning activity. It is the ability of the sector to create a picture that meets stakeholder requirements. For example, analysing the longitudinal journey of a learner across phases of education.
1.23 For the MIAP group therefore this area is not about creating a learner data set but improving arrangements to produce a more complete picture, to this extent a number of issues are to be considered and developed:
The Scottish Candidate Number
1.24 The MIAP group should seek to promote the adoption of the SCN on a wider basis across the sector. This would enable better, more efficient linking of data sets throughout the sector with direct operational and strategic benefits. This improved linking of data sets would in turn promote better data sharing cross the sector directly reducing the burden of bureaucracy.
1.25 Developments here should tie in directly with work in England on the Unique Learner Number.
Common Data Definitions
1.26 In order to better support sharing of data and improve its quality to the end user commonality of data definitions is key, both within Scotland and cross border with the rest of the UK. For each of the three strands proposed herein there is a requirement to ensure consistency in data to enhance the effectiveness of operations.
1.27 Again specific consideration needs to be given to work being undertaken in England on Common Data Definitions, particularly as some organisations have a UK remit.
Improved Processes
1.28 As detailed in section 7 there is also the requirement to investigate the working processes of existing systems. In the development of the three areas there should be extensive review of the underlying processes that exist and require development to facilitate proposed options.
1.29 In summary therefore the recommendation of this report is to develop the effectiveness of provider, learning and learner information to better meet the requirements of Scottish stakeholders. In developing these three areas enabling factors such as the requirements for a unique learner identifier, commonality of data definitions and improved processes for sharing data should also be developed to meet the requirements of the Scottish sector while considering the implications of work under the English MIAP border.
1.30 In short this solution would provide an environment whereby suitable quality information is available to enable Scottish stakeholders to meet the mission of this strategy. In turn many of these requirements would sit within a UK perspective and provide options for adopting, as appropriate, those principles and features of the English MIAP work to the optimum benefit of the Scottish education sector