BETT 2016 & Data Exchange

BETT 2016 has been and gone. For me it was another fantastic experience to be able to engage with educators and vendors and identify the next wave of trends hitting the sector. And while sadly innovation has this year been interspersed with imitation, smoke and mirrors and jumping on buzzwords (in the main, many passing themselves off as identity providers and offering identity management services), the biggest news for me was one that was delivered by the most unexpected of sources for BETT: The Education Secretary Nicky Morgan MP.

Announcement

Her full opening keynote speech for BETT 2016 is available HERE, but the extract I am most gratified to hear and repeat is this:

“While we’re talking about data I should mention our Open Standards principles. Too often it is difficult to get data out of systems used in education without considerable effort.

As a consequence people re-key information or send similar data to different people using different systems. This wastes money and constrains the power of data. Put simply, systems need to be able to talk to each other better.

Within our daily lives system integration allows information to flow seamlessly behind the scenes to benefit users. It requires 2 things: a will to improve, and commitment to implementing common standards.

Common data standards will help us overcome this.

My department intends to begin prototyping new systems for data collection – data exchange – in 2016. It will implement common data standards and work with the Access 4 Learning Community who have achieved great things locally and internationally.

This will make it easier for schools to share data with us. It will reduce our data burden on the sector and provide, and enhance both what we know, and how quickly we know it.

Better system integration should allow education technology firms to enable easier data movement within and between schools.”

Data Exchange

The Data Exchange (DX) project is something I have been working closely with via several channels for a number of years now. It is somewhat satisfying to hear after some degree of personal beratement last year about the failure of the previous incarnation of DX, given my unwaivered support and positivity about the project and intended outcomes. In 2015 I undertook an in-depth research projected on behalf of the Department for Education to support the renewed project that has lead to this announcement. The report looked at a number of technical and political aspects, of which the work between the DfE and the Access 4 Learning community, of which I am an elected member of the Technical Board, has pushed forward to address the identified issues.

This year will see this project come to the fold finally, and it is important that the entire education sector understands and supports the benefits this will offer, from school to LA to data and software supplier, and work together to make whatever transitions are impending happen with as little (political) disruption as possible – Data Exchange is here, now made official by the parliament powers that be, so it is time to step up or…

Posted in Uncategorized

Latest from SIF and my work with the SIF Association

I have had the pleasure of working with the SIF Association both in the UK and globally for over 2 years now. And I am happy to announce that I was re-elected to the SIF UK Technical Board for another year, allowing me to continue my work to promote SIF in the UK on all projects currently underway, as well as continue my work on the International Technical Board, specifically as lead of the Data Privacy Task Force.

Today (March 31, 2015), the Data Privacy group, care of the SIF Board, released a vast number of resources for public review and implementation.

“These artifacts are the first draft in a series of tools and effective practices generated by global educational institutions (including LEAs and SEAs) and vendors participating in the SIF Association Data Privacy Task Force. In this first release, the group has published Student Data Privacy Use Case Template examples for data sharing in a US State Longitudinal Data Systems, UK Social Care / Looked After Children and US Free and Reduced Lunch. More use cases are being identified and they would welcome input from the educational marketplace to prioritize their next set of examples for general release. Also published is a Student Data Privacy Stewardship and Data Breach example for the North American marketplace, which can be utilized immediately ‘off page’ by any organization.”

Here is what I had to say in the article:

“The Association recognized the rapid changes in trends for sharing of data between school systems” commented Graham Reed, Product Architect at Groupcall and co-Lead of the SIF Data Privacy Task Force. He added “while continuing to fully support this, we wanted to ensure adequate safeguards were promoted amongst SIF members and SIF consumers. Appropriate consumption of student information is vitally important in 2015 and beyond, but so is the privacy and protection of data. The Task Force has pulled on the best data privacy experts and SIF associates from around the globe to offer a toolset of flexible resources to be used right from the off, ensuring that data privacy is not seen as a burden to data sharing.”

Larry Fruth II, Ph.D, CEO/Executive Director at the SIF Association states “As an Association with a large end-user community base we are thrilled to release this document, which has been spearheaded by Community members in response to the concerns around data privacy, in particular student data. With many vendor organizations offering quick and easy solutions to access student data, it is important that we remember what impacts this can have on individual learners. All data exchange must be secure and controlled at the local source to ensure full compliance with current regulatory policy. Members of this SIF Task Force are strong leaders in their educational fields, and I look forward to leveraging their expertise to provide further quality, tangible information to the marketplace over the coming months.”

The full article can be found here

To find out more about the SIF Association and the work I and other dedicated individuals from the UK, US and Australia have been doing, click here

Tagged with: ,
Posted in Education

Advanced Learning: Progresso User Group – What a difference a day, and some analytics, makes.

When I first started writing this piece I wanted for focus on the technology and the recent event I was invited to by Advanced Learning, but quickly I found there was a lot more I wanted to say about how this product and company have gotten from there to here.

Roughly 3 years ago, when I was in the midst of launching Aspen to the UK, the American MIS that nearly made it here, another next generation MIS was also being launched. Progresso, then of Serco, launched with the same fanfare and anticipation I managed to whip up with Aspen.

For the next 2 years it seemed Progresso, whom I had followed extremely closely with great interest since launch, was destined to follow in those footsteps and either be cancelled or worse, bring new owners Advanced Learning down with it. It was a disastrous launch plagued with performance issues in the main as well as issues in migrating schools from Facility, their own legacy MIS platform. All of this and more lead to further publicity when Advanced Learning announced cessation of sales and migrations for over 6 months, and many commentators and experts in the market including myself it must be said, felt this was the beginning of the end.Analytics2

Fast forward to November 2014 when I attended the Academies Show at the NEC in Birmingham, and I caught up with the Advanced Learning team and was introduced to a refreshed Progresso and a shiny new analytics platform to rival the interface, usability and sheer depth and power of the best in the education market… of any market. Needless to say I was impressed, if nothing else that investment had continued in a product that looked destined for the programmers recycling bin.

A quiet BETT for Advanced Learning, and I published the latest figures for the MIS market which once again looked somewhat bleak for these guys. But I was really interested to hear about an upcoming user group/prospective user group event at Dartmouth Academy in Devon, and more so honoured to be invited to meet the team, the schools, the Academy making tremendous strides forward thanks to Progresso and their innovative implementation of it. And generally to be able to sit listen learn and represent both my day job (as Groupcall happy to support a long-time partner) and the Eduware Network to provide an honest and objective view of the day and the general feel for how Progresso is looking now. It is no secret that I am vocal about my feelings on the MIS market, the players operating in this market and specifically with Progresso my fears for what should have been a true 21st century platform for schools. Should? I should say is, because while the numbers still give me cause for concern, the technology looks far steadier.

So, what has changed?

UI1Greeted so warmly by both Advanced Learning staff and Andy Carpenter, Dept. Head at Dartmouth Academy, I was treated to a morning of hearing, seeing and feeling a strong sense of appreciation, excitement and enthusiasm about a product that not too long ago looked dead and buried. Over a dozen schools, some using Progresso, some moving to it now, and some unhappy about their current rival product and looking to see if Progresso will do the business. An overview of what the product looks like followed, not helping myself by asking obvious questions (if anyone was wondering, they were deliberate to tease out the possibilities of Progresso!). This included some exciting if not unsurprising news about an impending user interface refresh to make better use of the space, make Progresso even more intuitive (I say even more because as we will see it is pretty good already!) and is mostly due to customer feedback. This is a theme for the day I noticed, that a huge amount of effort is being put in by Advanced Learning to be that more responsive to customer demands where the product is concerned.Mobile1

Also hot off the press was the news of upcoming mobile apps for Progresso, coming in stages this year. While this is another welcome step in the right direction, early viewings did look somewhat basic. What I am unsure of is the technology used to drive these and the capabilities that will be available: Progresso is a cloud MIS available anywhere at any time on browsers. Progresso clearly is too complex to use properly on mobile devices (well, phones anyway), although the new interface refresh is to be mobile-responsive. So is the app just an interface onto the same platform, scaled and limited to what parents and staff need on the go? Or a whole dedicated app ecosystem. Both have their advantages and pitfalls, yet only one is embracing the future and not just solving a problem.

Overall, the product has not really changed too much in appearance and features since I last looked at it, however everything just feels more stable. Actions and processes are quick, even complex analytics complete timely and as one would expect, which given that performance was by far and out the biggest issue affecting Progresso of years gone by, this was encouraging to see.

But above all I was, and am, starting to see not just light at the end of the tunnel, but a bright shining star in the form of intuitive tools, workflows, processes and extrapolation analytics based on the raw data school are collecting, and real power to make the MIS do what each school wants it to be doing. Dartmouth Academy I know are working themselves on building widgets to pull data and display it aligned with their own KPIs, unique to them. Gone now are the days of just having an MIS and being limited by what it tells schools to do, the power has shifted, through choices of system and integration between systems, for schools to manipulate the data systems and have it truly supporting their processes. Many have tried, Aspen came very close (before leaving), and others are doing well too now. Progresso seems to be taking a slight lead.

Before the real treat of the day, I listened intently to Andy and his insatiable enthusiasm for what Progresso is doing for their school, how they are getting the most out of it by really making it (and Advanced Learning) work for its money. It is plain to see that this has been a journey for all involved, and Andy is not shy in expressing that, but for me that paints a much better picture of the expertise and market understanding of a company recovering. Recovery is not a bad thing, and schools very much need to recognise that.

Behaviour1Without boring the audience with ‘it can do x, it can do y’, highlights include highly configurable interfaces for individual users, particularly around behaviour management. For a moment I thought I was looking at SalesForce at the level of interactive data points. I also got a glimpse at the timetable engine and features, all very graphic and looking draggy-droppy!

To be honest, the product looks great now, but listening to Andy and what they are doing with it now and plan to do next with it is the real story, because it inspires others on just what they can do with reams and reams of raw data, and turn it into information pillars to support their school life. The MIS itself is not exactly ground-breaking any more, and is not vastly changing the way schools use and consume information, but then no one is yet! It is however doing the job that a school is asking it to be doing.

Analytics

At the Academies Show in November, I was shown Progresso Analytics; white-labelled Pyramid Analytics, a business intelligence tool for data cubing. Rather than try to explain how clever this all is, have a look at the product yourself.Analytics1

What this does for schools is provide a simple interface for ANY staff in the school to comfortably use to analyse, drill down and extrapolate data and slice and dice the outcomes in whatever way they want, and in almost real time (data is up to one hour out of date owing to the fact data is pulled from the main Progresso database). I am blown away by the complicity of the interface, the sheer number of options available to drill down and combine datasets, and the variety of presentation and graphical overlays. In seconds (and I did secretly time this on the day), the presenter was able, from scratch, design and present a chart showing all female students from year 9 who receive FSM and have <90% attendance this term. Drill down further and see which of those have a behaviour points total greater than 10… you get the idea.Analytics3

What is critical and in comparison to other options on the market that I have seen so far (I have not seen all the offerings from all competitor products), is that a large proportion of the database of fields is available from the off. Since this event I have learned that it is not the entire database at this time, but the teams at Advanced Learning and Pyramid Analytics are working a vastly increase the scope of fields available. It is by no means a perfect solution, but for it’s first release is somewhat further ahead than others at that stage.

What this does for Advanced Learning is propel Progresso towards the all-encompassing solution it was predicted to be 4 years ago and certainly starts to ask questions of competitor’s analytic superiority, both inbuilt and third party solutions.

What now

Advanced Learning continue to have this quandary in that the market still sees a failure to launch; a product that does not work, that is a nightmare to work with. The technology works – simple. The team is listening to their customers. Tick. Customers DO like the product.

The numbers will paint a picture, which is unfortunately directly related now to schools impression of the product and company, a hangover from 2013 still. Some mixed messages do still come out of Advanced Towers, some trying to sidestep or hide the issues of the past like they did not happen, others taking a more honest, believable and ultimately trustworthy approach of exploiting the past to show the progress that has been made, and showing that the company can and has responded to the issues as well as what schools really do want from their MIS. For me, this is satisfying as I have been telling their staff to do exactly this for the best part of a year, but less selfishly this is the better story to be telling. To be able to have turned around such a low of 2 years ago to a stable, competent and exciting product today shows incredible skill, determination and investment. Just imagine what they can do in the next two years…

More so, imagine what their competitor will have to do to combat this as this re-rise continues, and so how will Advanced Learning continue to adapt and change to meet competition demands from schools.

Graham

Find out more about Progresso Here

Find out more about Advanced Learning Here

Find out more about Dartmouth Academy Here

This article is also featured on the Advanced Learning website

Tagged with: , , ,
Posted in Education, MIS

Why schools should be sending IT bods, not just teachers, to BETT 2015.

The same dilemma stroke argument appears around this time each and every year, and this year is no different it seems: Who should a school be sending along to BETT in London?

BETT is an amazing event, a true mix of innovative educational technologies on show and the chance to listen to and discuss with some of the pioneers of the teaching profession. Tens of thousands of people decend on the ExCel again in January over four days, to attend some of over one hundred presentations and seminars (or summits, depending on how important one wants to make themselves feel!) and with plenty of opportunity to sample some of the hundreds of trade stands selling everything from the latest VLE software, to large touch screens, to laptop charging stations to wifi technology to legal and union aid. As a seventh year veteran now of BETT, even I find it difficult not to be swept away with the excitement and wonder of the new ideas on teaching, learning, interacting, supporting, networking, and the wonders and possibilities of all the technology on offer; what that could do for ‘my class’, ‘my school’, ‘my students’. And BETT is all geared up to present and produce exactly that.

And it is for this reason why just sending a teacher, or just sending someone from the academic side of the school is at best wasteful, at worst dangerous.

Teachers are wonderful individuals and I take my hat off to them every time; most are very hard working, but importantly dedicated to each and every one of their students and want to give the very best experience in their school lives as possible. Yet, with such unwavering dedication comes often a sense of tunnel vision; focusing on what is best for them, their students, their class and the perceived best for the school through their eyes, often not seeing the detail of just what goes into supporting the school and its many facets, from technology, to finances, administration, logistics… the list goes on. This is certainly not a jibe at the teacher, for really they should be dedicated to that almost single vision and do the things they are very best at – this is why there are administrators, cleaners, IT staff, business staff, finance staff, maintenance staff… doing the jobs they are good at.

So then given BETT is so diverse across school needs, but naturally centres on technology to support education (not just delivery education), why are schools so insistent on only sending teachers, department heads, curriculum leaders and deputy heads?

Why are the IT staff – technicians, network managers, IT directors, not involved in the clearly technology-centric exhibition?

Surely they are best placed to identify what technology across the board, not just for the science labs, is worth pursuing, and having the right knowledge there and then to have a worthwhile conversation with stand staff? As opposed to having a leaflet thrust in front of them the following week and the investigative process begins all over again (I won’t start on the added time wasted here!).

Surely IT staff are best placed to know, and probably built, the strategic plan for IT within the school going forward, know what new technology that may involve, be able to assess suitable and non-suitable products and solutions, and again be in the right place to assess these further?

Surely IT staff are best placed to distinguish between a good solution and a bad one, if not at the show through research and feedback and networking, particularly on the technical issues, and fundamentally how such a solution fits (if at all) into the schools IT set up (basically, how easy or difficult will it be to install x software onto all the computers is all the IT suites?)

I mentioned earlier the word dangerous. While somewhat dramatic, is an accurate assessment if the enthusiasm not tempered by objective big-picture thought CAN result in financially or technically crippling consequences (And I have first hand experience of seeing this play out).

Academic staff will not know these details, and respectfully nor should they! This is what IT staff are paid for (in part). Teachers will once again be like kids in a candy store at BETT, and so they should be. It is an exciting, informative, eye-opening experience particularly at the presentations and seminars. So let them do their job, earn some CPD and send along an IT bod as well to BETT 2015!

Tagged with: , , ,
Posted in Education

BETT 2015 – Circus full of High Flyers, Shows of Strength and the occasional Clown.  

With Christmas fast approaching, my mind on seasonal telly, putting feet up and badly wrapping presents, one eye is firmly on the post-Yuletide tradition of BETT.

This year marks the 8th BETT show, 6th consecutive attendance and 5th as an exhibitor (and just to keep with the numbers, exhibiting for a 4th company in that time!), and while it seems to become more and more of a mission each and every year, which I am never sure why (surely we learn the lessons from previous years?), I really do enjoy it!

BETT is always the yardstick that companies are measured by. Do they even attend? How big is their stand? Where are they (often in relation to the main entrance, or in proximity to a stalwart like Microsoft, Intel, RM)? And above all, what new product, feature or partnership are they promoting this year. The education sector, particularly where technology is concerned, has two real windows demanding new features or updates: Summer in time for the new school year, and January in time for BETT, and in fact the summer window is often reserved to the domain of required, statutory or bug-fixing enhancements to software in particular.

So BETT is an important date in the calendar for the entire sector, and the build-up and feel of the whole event certainly adds some excitement, for some. For others, especially exhibitors, it is a month of stress preparing, followed by a week of even more stress, that often goes unnoticed by the delegate. But this is not a complaint, this is what exhibitors are here for, to sell their products! But being an exhibitor also gives me a unique insight to the other attractions at BETT: seminars, summits, workshops, discussion forums, <Insert important sounding phrase for a room full of people watching a PowerPoint here>. Reading through the pre-BETT brochure, it makes certain workshops sound like a G8 summit. Don’t get me wrong, the value that the individual can get out of these and the event as a whole is fantastic, yet I do feel the pedestal at the front of the auditorium is a little higher in some people’s minds.

Yet what is clear is the yearning for innovation and an expectation to be amazed – which leads full circle to the new and innovative products that will undoubtedly be showcased once again this year; what all vendors are preparing for.

With this in mind, there are often signs of what will be on offer across the board, from what has been the demand and market trend from this year, what was piloted and/or prototyped at BETT 2014, and the general feel of what schools are using. I cannot speak for all areas of the sector, but from the areas I work in:

  • Clearly tablets are still on the rise or mainstay, so tablet devices will still feature heavily, as will accessories, plugs ins, charging devices and trollies. With more and more schools adopting BYOD still, last year’s charge-point lockers with phone and tablet charging facilities I thought was excellent.
  • Mobile devices still feature heavily, so apps are the name of the game, and noticing many companies developing dedicated app versions of their web based originals. This is not to say I feel I have lost my bet with a certain Capita MD on App vs Browser App, but the market is certainly takin that option currently. I expect to see apps on all three operating systems being commonplace, yet for the vendors this being one app with device specific interfaces.
  • Sticking with Apps, I certainly see a trend of consolidation of technologies being a theme at BETT or post BETT. Whereas before, there was an app for each product or task or sector, advances and understanding now make it much easier to control features of the same app, and so I see companies offering more services in the same product.
  • Collaboration – I have seen many partnerships form this year and last between software providers, each being a specialist in their own right yet offering services (whether resale only or more integrated than that) that extend the ‘single product’ into offering diverse services, such as messaging solutions have additional payment systems for example.
  • Learning Interfaces – not the traditional learning platform (although they will still be there in their even increasing numbers), but the emerging solutions of environments bringing together many applications and services, utilising single sign on and federated identities, and delivering those across the internet to student and staff.
  • Engagement – there will continue to be strides made into better including parents in the happenings of schools through apps, interfaces, notification and facilities open to parental use. Looking forward to innovation here!
  • In the MIS world, expect at least one new arrival this year. And even in this arena, we will go into Excel with these questions on our minds:
  • How many staff will Capita have this year? Will TeachApp be ready (and not need SLG!)? Will you STILL be flogging SLG (My personal feelings for this product are well documented)?
  • Will RM have a decent focus on G2, or will it all go on Unify and content?
  • How much progress has Progresso made? (A lot, I know already!)
  • What will Arbor surprise schools with this year, after their School Report last?
  • Will Bromcom be there (Sorry, an old joke going back to their abandoned stand space several years back!)?
  • Who are VSWare?
  • What will ScholarPack have out this year for Primary Schools?
  • And across the board, what will be the innovation?

Above all, while we will see the high flyers who innovate, the shows of strength from those who collaborate, I’m holding my predictions for the few clowns who will simply imitate!

Oh, and don’t forget the freebies!

Tagged with: , ,
Posted in Education, MIS, Software

Freedom of Information Requests to Schools – You really should know what the rules are

A subject that comes up time and time again in various mediums, but it particular on my favourite haunt Edugeek.net is the topic of Freedom of Information requests being made to schools.

More often than not, these requests are being made to the IT departments or in relation to IT equipment and resources, and more often than not, these are being made for the purpose of business generation by supplier organisations. Instead of the old days of trying to get through the voicemail traps and savvy receptionists (or my favourite was keeping them on hold until they hung up), FoI has in recent years been the method of choice given the increased popularity with government organisation.

But like it or not, schools are a publicly funded organisation, and being publicly funded are bound but the same rules as Local Authorities and Central Government and its departments. We regularly demand to know where our hard earned tax payers money goes, and the fact is billions goes into education every year, so the public does have a right to know what it is being used for. Legitimate cases whereby a certain headteacher was found to have run up huge bills on expenses paid trips abroad and expensive nights out, the public has a right to know about.

It is to this end that I am, frankly, appalled to hear about and read about techniques to ‘get around’ FoI requests sent to schools, ranging from flat out ignoring to black listing email addresses to supplying false information. I am sure everyone has their own opinion on FoI, and more specifically the time and effort spent when one or several have to be responded to – I’m sympathetic, and more so when it is perfectly clear the requester is scrounging for business. All of the benefits and costs associated with this aside (you never know, you might get a great deal on a new set of print toners!), I’m mostly concerned with the lack of knowledge of FoI and what a school is responsible for. I am more concerned that all the information is easily available on the Information Commissioners Office website.

Links to important specific items surrounding what should you do when you receive a FoI request, what information can you respond with and when can you refuse are all available in the Resource Hub, but some important extracts directly from the ICO are below:

Anyone has a right to request information from a public authority. You have two separate duties when responding to these requests:

to tell the applicant whether you hold any information falling within the scope of their request; and

  • to provide that information.
  • You normally have 20 working days to respond to a request.”

As well as responding to requests for information, you must publish information proactively. The Freedom of Information Act requires every public authority to have a publication scheme, approved by the Information Commissioner’s Office (ICO), and to publish information covered by the scheme.

The scheme must set out your commitment to make certain classes of information routinely available, such as policies and procedures, minutes of meetings, annual reports and financial information.”

“You can refuse an entire request under the following circumstances:

  • It would cost too much or take too much staff time to deal with the request.
  • The request is vexatious.
  • The request repeats a previous request from the same person.

Some exemptions relate to a particular type of information, for instance, information relating to government policy. Other exemptions are based on the harm that would arise or would be likely arise from disclosure, for example, if disclosure would be likely to prejudice a criminal investigation or prejudice someone’s commercial interests.

There is also an exemption for personal data if releasing it would be contrary to the Data Protection Act.”

“The Act recognises that freedom of information requests are not the only demand on the resources of a public authority. They should not be allowed to cause a drain on your time, energy and finances to the extent that they negatively affect your normal public functions.

Currently, the cost limit for complying with a request or a linked series of requests from the same person or group is set at £600 for central government, Parliament and the armed forces and £450 for all other public authorities. You can refuse a request if you estimate that the cost of compliance would exceed this limit. This provision is found at section 12 of the Act.”

“When estimating the cost of compliance, you can only take into account the cost of the following activities:

  • determining whether you hold the information;
  • finding the requested information, or records containing the information;
  • retrieving the information or records; and
  • extracting the requested information from records.

The biggest cost is likely to be staff time. You should rate staff time at £25 per person per hour, regardless of who does the work, including external contractors. This means a limit of 18 or 24 staff hours, depending on whether the £450 or £600 limit applies to your public authority.”

I strongly believe that schools should be more aware, and likely through more direct guidance from the Department for Education, of what the Freedom of Information Act requires of them and how they should be dealing with requests.

Graham

Tagged with: , , , ,
Posted in Education, Legislation

DfE ‘Stops’ Schools Performance Data Project (SPDP); The Future of DX?

Yesterday, the Department for Education dealt the interconnected education data landscape a likely terminal blow by ‘stopping’ the Schools Performance Data Project (SPDP); the data warehouse replacement for all schools collected data. With Data Exchance (DX) forming the crutial front-end connection to this, it is very likely despite obscure language that DX will also be quietly forgotten (why collect data if you have no where to put it?).

Here is an extract of the official communication dent by DfE:

 

“I can now inform you that the Department for Education (DfE) and RM Education Limited (RM) have decided to stop work on the School Performance Data Programme (SPDP) with immediate effect.

It had become apparent that the programme was going to experience some delays to delivery and with a significant IT transformation programme taking place within the Department, and other changes across Government, including a proposed Crown Hosting Service, it is clear that it is not the right time to progress with this work.

The Department remains committed to achieving the vision set out by the Data Transformation Programme. Iain Bell has joined the Department as Director of Data and Education Standards and will be taking over as SRO on Data Transformation and leading work over the coming months to assess the best approach for achieving the vision. Iain is happy to come and talk to the group at a future meeting to discuss his early thinking on the next steps for Data Transformation if you wish.

As Data Exchange was reliant on some deliverables from SPDP, we are working through the implications for Data Exchange. This will be considered as part of the wider Data Transformation work Iain is leading on.

In the meantime, the DfE and RM have committed to working together to continue to deliver the school performance tables and associated services in partnership.”

 

In a number of previous posts both here and on other websites, I fully backed and promoted the concept of DX, although had reservations about it’s scope and implementation. I still fully back the concept and very much hope there is a reversal of this clearly political, not technical, decision. Many felt and even advised me that this was just another government flirt with moving a sector forwards finally, and they we 100% right, and so I can join the ranks of educationalists that have been promised much yet delivered nothing! Lets all hold hands and say in one clear voice:

“I TOLD YOU SO!”

Posted in Big Data, Data Exchange
Save A Child’s Life

Register for Child Rescue Alert. Full support from The Eduware Network

Blog Archives