Transcript Transforming learning and teaching with ICT

Becta Board January 2007
Becta’s Performance: current
delivery and future direction
Introduction
• Becta’s current performance
measures and targets set 2005-8
• Revised report in line with DfES
framework for NDPBs
• Executive Directors to present on
– e-strategy
– strategic technologies
– institutional development
Corporate Plan 2005/8
• All e-strategy actions and milestones are met on time and
to specification.
• All Becta’s advice influenced key strategic decisions in
education, highly regarded by users and stakeholders,
and key recommendations adopted.
• 80% of schools and colleges are using Becta’s selfassessment framework and progressing through it.
• 100%, of schools and colleges are making positive
progress towards conformance to the national
architecture; and that 70% of the total expenditure on ICT
products and services is transacted through best value
agreements leading to savings of over £100 million over
the three years.
E: System Reform
Monday 23rd January 2007
E-strategy delivery model: developing capacity and capability
Vision
Challenge
Vision
Leadership
Performance management:
audit, inspection, self-review,
governance, funding, quality standards
Leadership
Professional
standards
Technical
standards
Lateral transfer of best practices
Improved
Outcomes
for
learners
and the
System
Fit for purpose
technology and
systems
Better options
within a national
framework
Supply-side
Capability and capacity
of the workforce,
providers and learners
More discerning
customers exercising
choice
Demand-side
Efficiency and value:
Hearts and minds
“The moral case”
“The business case”
Support
Influence of and engagement with
partners and the front-line
•
Outcomes clarified - balanced scorecard
•
Delivery model developed and agreed with
Becta Board, DfES, partners (supply, demand,
challenge, support and “lateral transfer”)
•
Partners engaged and involved - National
Strategy and Delivery Groups up and running
•
National debate with the 500+ leaders from
front-line, commercial sector and partners at
7/11 ICC
•
Delivery plan finalised, agreed and published
•
Up to 20 “top” leaders, across phases, joining
Becta consultancy/secondments
•
Plans for 6-8 regional conferences with the
children services and schools sectors
spring/summer
•
Closer working with DfES policy teams, shape
and inform policy
•
Working with key agency and NDPB partners
to refine e-strategy plans and actions.
Progress on
e-Strategy
development
E-Government
Outcomes
Educational Outcomes
Transformational
Government
DfES 5-Year Strategy
Every Child
Matters
Schools
White Paper
14-19
White
Paper
e-Strategy
FE White
Paper
HE White
Paper
Skills
Strategy
Balanced scorecard
model
Capability and capacity of the
workforce, providers and
learners
Outcomes and benefits for
learners and children
1.1
3.1
1.2
1.3
1.4
1.5
Leaders have the knowledge and skills to
ensure technology for learning can be
harnessed for the benefit of learners
Institutions and providers plan and
manage technology for learning
effectively and sustainably
Practitioners exploit technology
consistently to offer engaging and
effective learning experiences
Practitioners, parents and learners can
share and use information and data
effectively for the benefit of learners
Improved learner capability in using
technology to support their learning
3.2
3.3
3.4
3.5
2.1
4.1
2.3
2.4
Lateral transfer of best practices
Improved
Outcomes
for
learners
and the
System
Fit for purpose
technology and
systems
Efficiency, effectiveness & value
for money across the system
2.2
Challenge
Performance management:
audit, inspection, self-review,
governance, funding, quality standards
There is greater choice in learning
opportunities and modes for all learners
Learners have increased motivation for
and engagement in learning
Fewer learners under-perform or fail to
succeed in education
An improvement in the quality of learning
provision is accelerated
There is improved child safety and child
protection
Fit for purpose technology &
systems
All learners and practitioners have access
to the appropriate technology and digital
resources they need for learning
Every learner has a personalised learning
space to enable them to learn when and
where they choose
Technology-enabled learning
environments are secure, supported and
interoperable
There is a dynamic, vibrant and
responsive technology for learning market
that can meet the needs of the system
Delivery
4.2
4.3
4.4
4.5
Learning providers collaborate and share
information and resources
The management and administration of
learning and institutions is more efficient
There is a greater level of effective,
learner-focused, assessment for learning
Practitioners collaborate and share good
practice and learning resources
There is good use of information to
support learner transitions between
institutions and sectors
Better options
within a national
framework
Supply-side
Capability and capacity
of the workforce,
providers and learners
More discerning
customers exercising
choice
Demand-side
Support
Influence of and engagement with
partners and the front-line
e-Strategy development: Next Steps
• “Hard wiring” delivery with partners
• Hard partnership and coalition – NCSL, TDA, QIA, QCA, CEL,
LSC, HEFCE (JISC, UKERNA, HEA)
• Agreements with NDPB CEOs and chairs
• Strengthen relationships and support for DfES policy leads
• CSR 07 – Revenue vs Capital: key strategic initiatives
The “campaign”
• Regional events for local leaders – focus on Institutional and
workforce development and SRF, Strategic Technology and
discussion to feed into CSR thinking
• Harnessing Technology 2: 6th November 2007, ICC Birmingham
Key challenges
• Local authorities and supporting the focus on Every Child
Matters
– Links and joint working with the DfES CIO group to support this
• Gilbert and personalisation
• Inspection, Joint Area Reviews and the position of OFSTED
• Working through the field forces
– Local authority school improvement
– National strategies teams given their refocusing
– FE/Post 16 and the role of the LSN
Strategic Technologies
Tuesday 23rd January 2007
Strategic Technologies
The provision of appropriate ICT products, services
and resources that institutions really value and are
prepared to buy.
Delivering coherent and reliable services at an
affordable price that institutions recognise as
sustainable.
National Digital Infrastructure
Data services: Management Information Systems,
Transfer of data and a range of
data analysis tools.
Data
Services
Connectivity: Connecting schools to
provide consistent performance and provide consistent
access to a quality set of resources, services and
applications for every teacher and learner.
Connectivity
Learning
Services
Institutional Infrastructure
Infrastructure services: The school’s
ICT infrastructure in terms of choice,
access, flexibility, efficiency and
security.
Learning services: Improving the
management of learning and
availability of content.
Development process
Agree
standards /
specifications
Set up
procurement
agreements/
ongoing
mgt.
Stakeholder
Input
Adopted by
customers
/provide
support
mechanisms
Institutions
Progress
• Functional, technical and operational specifications successfully
established.
– Embedded within the BSF programme.
• Procurement frameworks established for Institutional
Infrastructure, Learning Services, Software and Consultancy
support.
– Active management of the quality of supply
• School MIS review completed
– MoU between suppliers and DfES established
– Interoperability proof of concept in progress
Challenges
• Business change and benefits realisation aspects recently
transferred from DfES to Becta in September 2006
– These aspects highlighted as needing attention by Gateway
• Running behind target on take-up
• Cash savings on target to be achieved
• But, the proportion of annual ICT expenditure through best value
agreements had reached 61% but has undergone a significant
decline
Changing environmental influences
• The increased devolution of funding to schools
– Several ring fenced funds eg. LfT, IWB have ended and not
been replaced.
• Significant misunderstanding about recent changes to EU
procurement rules amongst LAs
– LAs consider the running of mini-competitions under the Becta
framework agreements to be complex however LAs appear not
to recognise that they have similar obligations under alternative
local arrangements
• A significant reduction in LA staff focusing on ICT in education
Proposed future action
•
Increased emphasis on the third phase – demand-side adoption
•
Active ‘account-management’ of LAs
•
The provision of direct and active challenge, support and training to
LAs where appropriate
– highly effective in Becta’s support of Academies and the KS3 online
test programme.
•
Direct engagement of key intermediaries such as SSAT where
alternative collaborative networks have developed
•
Continued engagement with capital programmes
•
Developing improved metrics to support strategic planning and to
demonstrate benefits to schools in educational and administrative
terms
Stronger policy support for objectives
• On service standards - A clear policy expectation that all
schools should provide ICT services to their learners that meet
or exceed Becta’s functional specifications – second rate is not
good enough
• On cost efficiency - A clear policy message about cost
efficiency in the purchase of ICT to schools, colleges and LAs to
include a firm expectation that they should work in collaboration
to achieve economies of scale and to release cash to the front
line
Institutional development: the
self-review framework –
progress and issues
Niel McLean
The policy context
‘So, how can we help all schools to use ICT effectively and
achieve fairness and equality of opportunity? I want to
develop a route-map which enables schools to identify where
they are, and shows the practical steps they can take. I have
asked Becta to work on this so that every school knows
where they are and what to do next – ‘models of maturity’ in
the jargon.’ Ruth Kelly, Secretary of State for Education and
Skills, BETT 2005
E-maturity one of four transformational themes within e-Strategy
delivery.
Strategic direction
Impact on
standards
Investment in
ICT
Organisational
Design
Workforce
Leadership
Efficiency gains
Starting points
• Well established use of ‘maturity models’ in the
business/commercial world. Work with Ofsted to pilot their use in
schools.
• Evidence that institutions will use Becta’s tools to support self
review and recognise their value.
• Evidence from work with NCSL and SSAT that school leaders can
be engaged at scale.
• The single conversation with schools through SIPs provides a new
channel for challenge and support.
• Ofsted promoting self-review.
• Evidence from the TestBed project that e-maturity correlates with
improved educational outcomes.
Programme of activity
A self review framework for the e-enabled organisation developed and
supported by all national agencies providing:
• providing a credible model for ICT supporting school improvement
• setting out the stages of ‘maturity’ in ICT use
• addressing learning, teaching and management issues
• to support self-review and benchmarking.
Supported by:
• tools to aid action-planning, linked to sources of further support and
collaboration
• a national programme of CPD and support for leadership
• a network of leading leaders, support providers and intermediaries
• an optional accreditation.
The target
Quality
Access
By 2008:
• A self-review framework available to all schools and
colleges with 80% of schools and colleges using it and
progressing through it.
Impact
Adoption
Progress
• Developed a model for self-review with partner
agencies, launched April 2006.
• 100 professionals contributed to its development
• Connects with the model of self-evaluation led by Ofsted
• Accessed via an online self review tool which
offers additional facilities
• Contains the national standard for ICT and enables
progress towards and application for the ICT Mark
Progress
• 25% (5,532) of schools in England
and Wales are using the selfreview framework
• “SRF isn’t just about ICT and,
interestingly, that is a key factor
of its success. It focuses the
mind on the whole spectrum of
school development.”
Headteacher, Walker Technology College
• 637 schools have already
gained the ICT Mark.
• Every English Local Authority
has schools using the selfreview framework
“Our school children have
benefited greatly from the selfreview framework as it has
raised their self-esteem and
helped them to realise the
importance of their ICT skills”
Headteacher, Roselands Primary School,
Hertfordshire
Challenges
• Getting to scale in a highly devolved school system.
• Significant progress but running behind target on take-up.
• Developing relationships with partners, but lack of direct
leverage
• Re-focussed priorities within the National Strategies.
• A significant reduction in LA staff focusing on ICT in education
Proposed future action
• Increased emphasis on demand-side adoption, school
governors and parents.
• Active ‘account-management’ of LAs and the provision of direct
and active challenge, support and training to LAs where
appropriate based on data on local take up.
• Direct engagement of key intermediaries such as SSAT where
alternative collaborative networks have developed
• Developing improved metrics to support strategic planning and
to demonstrate benefits to schools in educational and
administrative terms
Becta Board January 2007
Becta’s Performance:
summing up
Key issues
• Policy Alignment
• Capacity of Local Authorities
• Partner commitment
Key questions
• How do we develop them in line with the new
remit and priorities and the CSR cycle? Is this
coming year a transition year into the next CSR
cycle?
• How do we balance Becta’s own targets and
those for the e-strategy partnership?
• Should we develop and report on measures and
targets for the entire balanced scorecard
including the outcomes (benefits and efficiencies)
on the right?