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Board Residential

Board Residential. October 19 2006. DAY 2 e-Strategy – Tony Richardson. The e-Strategy as an enabler. Investment to date has delivered significant assets within the system but there is no clear cohesion or alignment with outcomes. The strategy gap.

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Board Residential

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  1. Board Residential October 19 2006

  2. DAY 2e-Strategy – Tony Richardson

  3. The e-Strategy as an enabler

  4. Investment to date has delivered significant assets within the system but there is no clear cohesion or alignment with outcomes. The strategy gap • We identified the lack of any clear link between the e-strategy and desired outcomes. • The outcomes for children, parents and learners • The capability we have and will develop within the system The themes of the e-strategy provide a mechanism for developing the ‘asset base’ in the immediate term.

  5. The strategic narrativeclosing the gap: strategic design The key educational processes across the system Filling the gap The context for change: the system reform model We developed an approach aimed at closing that gap

  6. The strategic narrativeclosing the gap: strategic design A delivery model for the e-strategy aimed at translating the investment in assets into outcomes. Strategic Design We developed an approach aimed at closing that gap

  7. The Delivery Model

  8. Delivery: balanced scorecard

  9. E-strategy - Outcome driven delivery

  10. Progress on e-Strategy development PHASE 1 to increase significantly the number of institutions which make effective use of technology – baseline capability • 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 front-line, commercial sector and partners at 7/11 ICC, 500 + confirmed attendance • Delivery plan and action plans finalised, agreed and published mid November • Up to 20 “top” leaders, across phases, joining Becta consultancy/secondments (mid November)

  11. e-Strategy development: next steps in phase 1 • “Hard wiring” delivery with partners • Hard partnership and coalition • Agreements with NDPB CEOs and chairs • Role of DfES sponsorship and policy leads • Review of partner commitments and tighter prioritisation against the scorecard • CSR 07

  12. e-Strategy development PHASE 2: for discussion build on phase 1 to transform the model putting the learner centre stage AND raise standards, personalise learning, widen access, open up provision and improve efficiency • Systematic involvement of the best leaders to lead the system • Bring to government evidence of impact and firm proposals for acceleration in teaching, learning and assessment • Key strategic initiatives to accelerate progress – linked to policy priorities • Innovation to exploit next generation technologies for education • Phase 2 “Think tank”/commission: shape the future

  13. Performance Criteria

  14. Delivery – The Demand Side Niel McLean

  15. Developing the demand side

  16. Developing the demand side • Learners at all levels and sectors • Each member of the workforce (at all levels and sectors) • Leaders at every level in organisations supporting learners • Organisations providing advice and support for institutions, the workforce or learners • The system

  17. The issue: Source: DfES/PwC 2004

  18. Impacting upon the demand side Self review framework for schools • Developed and supported by all National agencies • 100 professionals contributed to its development • Building on the work of Ofsted’s Common Evaluation Framework • Online self review tool with: • Action planning • Links to support materials • Benchmarking • Evidence examples • Linked to ICT Mark accreditation Strength of this is the cross-agency input as it ties together many areas of development.  Head Primary School Cambridgeshire

  19. Developing the demand side • We have developed tools to help schools and colleges clarify where they are against the standard and what they need to do next. • How do we work to ensure they improve against these standards?

  20. Video • Leaders’ comments on institutional development

  21. Delivery – The Supply Side Stephen Lucey

  22. The Delivery Model

  23. Delivery – the supply side • The provision of appropriate ICT products and services that institutions really value and are prepared to buy. • To deliver coherence leading to increased reliability at an affordable price that institutions recognise as sustainable in the long term.

  24. Delivery – the supply side Becta’s Functional Specification Identify the functions the technology should provide – non technical Becta’s Technical Specification Technical details of the network required to meet the Functional Specification. Service Desk, Incident Management, Problem Management, Change Management, Configuration Management, Release Management, Availability & Capacity Management, Service Level Management, Service Continuity Management, Financial Management Becta’s Framework for ICT Technical Support

  25. Delivery – the supply side Aggregation, value for money and quality of supply • During the financial years of 2002/03 to 2005/06, £182M worth of business was transacted through the laptops for teachers framework and resulted in savings of £44M. • During the financial years of 2004/05 to 2005/06, £73M worth of business was transacted through the interactive whiteboard framework and resulted in savings of £25M. • Becta’s intervention and negotiation with Microsoft on the memorandum of understanding has resulted in savings in excess of £26M in the first two years.

  26. Delivery – the supply side • We continue to define standards and specifications to allow schools and colleges to make the right choice of appropriate technology for learning. • We continue to exercise the significant scale of the national spend to improve value for money and quality of supply. • How do we work with the market to ensure that these standards and procurement arrangements become accepted, everyday practice across the sector?

  27. Strategic Initiatives Stephen Crowne

  28. Strategic Initiatives Developing four or five big “strategic initiatives” that combine both the supply and the demand side and involve end to end delivery, based on the needs of system and the priorities of government. • educational transitions/interfaces • 14-19 curriculum choice • personalisation of learning • engaging hard to reach learners • overcoming the key stage 2plateau • the science gap • children in care • underperforming secondary schools Internet safety • LEA engagement • Children Services • Building Schools for the Future • LSN, QIA partnership • SRF/NCSL/leadership development

  29. Strategic Initiatives Developing four or five big “strategic initiatives” that combine both the supply and the demand side and involve end to end delivery, based on the needs of system and the priorities of government. • educational transitions/interfaces – via a programme of promotion and support for the embedding of e-portfolios – focusing on 14-19 in the first instance. This will enable learner information to be easily shared and used by stakeholders and learners, both within and between sectors • 14-19 curriculum choice – support to LAs and institutions to broker technology for learning partnerships (e.g. web-enabled courses) to enable greater aggregated learning provision within confederations

  30. Strategic Initiatives • personalisation of learning – by selling the benefits of technology for learning to institutional leaders and promoting core systems and practices which are known to enable greater personalisation • engaging hard to reach learners – by continuing to support local authorities with an advice service on technologies for special educational needs; by identifying key practices with technology which are known to engage disaffected learners and promoting these through partners • overcoming the key stage 2plateau – by working with partners (e.g. national strategies, SSAT) to capture and scale up/promote the technology-based practice that has produced remarkable improvement at key stage 2 in the ICT Test Bed • the science gap – working with national partners (e.g. national strategies, JISC) to make available and promote adoption of a coherent set of digital resources and experiences in support of the national science curriculum across sectors

  31. Strategic Initiatives • children in care– delivering a high quality on-line learning resource for children and their carers, bringing together existing services and resources and providing structured learning materials, e-mentoring, peer networks and study groups. • underperforming secondary schools – working with partners (e.g. LAs) to offer targeted, local support in building institutional capability with technology, with particular emphasis on improving the quality of learning and teaching, supporting attendance management and the integration and use of data systems to support improvement • Internet safety • LEA engagement • Children Services • Building Schools for the Future • LSN, QIA partnership • SRF/NCSL/leadership development

  32. Becta’s relationship to DfES Stephen Crowne

  33. Becta’s relationship with the department • How do we develop a more effective role in shaping policy? • How do we get the governance right with the Department? • Getting the performance measures and accountability right?

  34. Current governance for e-strategy

  35. Future Governance

  36. Balanced scorecard to provide top level measures for Becta and DfES

  37. Strategy? Unit – Function Diagram Lead on Becta SponsorshipPerformance Management Becta Remit Strategy Board Secretariat Operational & Ministerialsupport / internal DfES worke.g. briefings (& by Becta)PO & PQs etc. Champion Becta with HEDFunding* & Communicationslocal management of budgets Programme budget allocations. *HR and budget managementfrom central resources (TBC). Lead on the BBC Chartermonitoring & supportingdevelopment of PSBs education strategy. BBC Jam developments – Content Advisory BoardEU challenges and links to DCMS and DTI. Champion Becta with LLD Transformation & Futures Agenda - ideas on liaisonof BBC & industry on potential export ‘Serious - Games’ – new pedagogieslinks with SSAT / Futurelab etc. Lead on the CSR working with all policy directorates, CIOG and Becta to tell the ‘Technology Story’ 2008+. International Ministerial eventnew World Education Forumlink for international / cross DfES policy matters. Champion Becta with CYFPD Transformation & Futures Agenda - ‘Universal Access’‘School Direct – Looked After Children’ etc. Lead on transfer of current programme to January 2007 Work with new unit on existing and new remit Ensure transfer of knowledge to both Becta and ICT Unit Run current Becta Board recruitment programme

  38. Structure

  39. Becta’s partnerships Stephen Crowne

  40. Becta partnerships • National College of School Leadership • Training and Development Agency • Qualifications and Curriculum Authority • Partnership for Schools • Specialist Schools and Academies Trust • National Strategies • Association of School and College Leaders • National Association of Head Teachers • Quality Improvement Agency • Learning and Skills Council (LSC) • Joint Information Steering Committee (JISC)

  41. Segmenting Becta’s key stakeholders

  42. Becta’s shape Stephen Crowne

  43. part 3 of video

  44. Why ‘Fit for the Future’? • To connect what we do with the way that we do it • Connecting our business and our people • Not just another programme • Long term • Consistent • Joined up • No quick fixes • Led by the senior team, but it is everyone’s responsibility • It is about • Culture • Capability • New ways of working • Making leading and managing change a normal part of our business

  45. Key elements • Clarity about business strategy, outcomes • Stronger leadership and corporate culture • More effective business planning and performance management • More flexible ways of working & more cross-organisational working to reduce silos • Better use of our skills and resources - learning from others, sharing expertise • Everyone has a part to play in getting Becta ‘fit’.

  46. Business Review core business Review programme/project management approach Develop new corporate plan informed by business reviews Business planning to deliver new remit Set performance targets Review organisational design and structure Developing strategic options based on new remit Modelling our business around our strategic priorities Design core functions and delivery models around what we need to do Map our current activity against new priorities Negotiate DfES transition work Build CSR priorities Commence new delivery plan Adopt new processes for delivery New business transition Implement new structures Review performance targets Continuous Improvement and Feedback

  47. People ED’s in place – leading on strategy WLT align operational activity Consultation with directorate teams re alignment to future remit Celebrate success and learn from mistakes Assess barriers to change Build new culture – eg leadership behaviours, fitter processes, new working practices Determine capability to deliver new remit Build development plans Develop cross-Becta working Develop new leadership capability Build new skill levels Embed new behaviours Implement new ways of working Manage and develop performance Ongoing organisation and individual development Feedback on process Establish ‘Fit for the Future’ programme - Stakeholder buy in WLT involvement monthly Recruit new ED’s Assess culture/climate through IiP & people survey – build more ownership and momentum Wider engagement in ‘big issues’ Clarify reasons for change Continuous Improvement and Feedback

  48. Building the propositionWhat this means for Becta: the ‘Amoeba’ model Strategic Priority programmes 1 2 3 4 5

  49. The shift for Becta – how we are (1) From: • Influencing policy implementation • Implementing activities • Marginal • Narrow influence • Loose federation of interests • Credible individual experts To: • Shaping policy and developing strategy • Leading delivery in the system • Mainstream • Wider influence and high impact • Shared goals for whole organisation • Authoritative organisation

  50. The shift for Becta – how we are (2) From: • Advising practitioners • ‘Publish in hope’ • Input measures • Getting on with our partners • Saying yes to everything • Good ideas To: • Improving practice • Driving change ‘end to end’ • Evidence of outcomes • Working with our partners for results • Focus, discipline and prioritisation • Leading innovation

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