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Harnessing TechnologyTransforming Learning and Children’s Services

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Contents

Foreword from The Secretary of State 2

1. Executive summary 4

2. Why we need a focus on technology 8

3. What do we need to do? 12

4. Engaging and involving citizens and learners 18

5. Integrating online support for children and learners 22

6. Transforming learning and teaching 26

7. Transforming the work of front-line staff 31

8. Supporting leaders and organisations 34

9. The digital infrastructure 37

10. What this means for Schools 41

11. What this means for 14-19 and the post-16 sector 47

12. What this means for higher education 53

13. What this means for Children’s Services 57

14. Implementation and evaluation 61

15. Annex: Partners for implementing the strategy 65

Foreword from The Secretary of State

In achieving these goals the effective use of interactive technologies is absolutely crucial and I am determined that wegrasp them. They offer huge opportunities that we must exploit.That means working with all the stakeholders, schools, colleges,adult and community learning organisations, universities,independent training providers, and the Information andCommunication Technologies (ICT) industry, to ensure that wedeliver quality and cost effective services to all. We want to extendthe variety of places where people can learn.

I am particularly excited by the idea of giving every student andlearner a personal online learning space where they can store theirown course materials and assignments in digital form, and recordtheir achievements. Over time we should see the technology join upbetter so that this is available to learners to build on wherever theygo – to further learning, or to work-based learning. And in the futureit will be more than simply a storage place – a digital space that ispersonalised, that remembers what the learner is interested in andsuggests relevant websites, or alerts them to courses and learningopportunities that fit their needs.

Online information services open up real possibilities of keepingparents much more engaged with what their children are doing,and able to have a dialogue with the school on how they areprogressing. For teachers, lecturers and tutors it means easy andefficient ways of keeping in touch, giving feedback on students’progress, and managing marking and assessment. Unifying ourapproach to technology means they will be able to collaborate more easily with colleagues in other institutions and offer widercurriculum choice. With more flexible e-learning resources available

2 EDUCATION AND SKILLS H A R N E S S I N G T E C H N O LO G Y

Our plans for boosting performance and standards across education are far reachingand radical. We aim to put learners, young people – and their parents – in the drivingseat, shaping the opportunities open to all learners to fit around their particular needsand preferences.

online, teachers can adapt the curriculum to their learners’ needsand interests. Technology is the key to personalised learning.And imaginative use of ICT should help engage more learners in the excitement of learning. Borrowing ideas from the world ofinteractive games, we can motivate even reluctant learners topractice complex skills and achieve much more than they wouldthrough traditional means. New technologies can attract new kinds of learners into lifelong learning. Wider access to these morecompelling learning experiences will contribute to the ambitions of our Skills Strategy to offer employers better support for skills and training.

Of course as we go forward in these areas we must make sure thateveryone has access to this technology. We are working togetherwith industry to ensure an equitable solution to the potential digitaldivide. As we continue to embed e-learning across the wholelearning process, it will blend more easily with life and work,bridging the boundaries between formal and informal learning.We have proposed an education system for 14-19 which is tailoredto the needs of young people, and offers more flexible learningopportunities. Technology can be mobile. That means e-learning can come to the learner. And, as demand increases, it becomes moreattractive for the digital technology industry to invest in providingaccess. It is our goal to work towards ICT as a universal utility,creating more flexible learning opportunities for everyone.

I am also excited by the possibilities of new digital technologies tohelp us develop more tailored and personalised children’s services.We know that agencies supporting children and families will offerbetter support when social workers, teachers and professionalpractitioners can share information about vulnerable children.We are working to help local agencies and public services jointogether as digital communities, creating a more supportive and personalised environment for their citizens.

I want to work with all our partners, with education institutions, withthe children’s and education workforce, and with the ICT industry,with everyone playing their part. Government has to set thedirection and encourage the approach, but we cannot do it alone.This strategy should help put us decisively on this road to achieveour ambition for a world in which parents and carers engage moreeffectively with their child’s learning, professionals supportingyoung people and families more easily coordinate their work, andadult learners of all ages find learning more fun, more challengingand more productive.

Ruth Kelly

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1. Executive summary


The technology context1. Digital technology is already changinghow we do business and live our lives.Most schools – and every university andcollege – now have broadband access.Teachers increasingly use information andcommunications technology (ICT) toimprove their own skills and knowledge –and to bring their lessons to life. Peopleworking with children, families, youngpeople, and adults are testing out new andbetter ways to deliver services, withcommon processes supported bytechnology. The technology is makingmany administrative and assessment tasks easier.

2. Parents and carers use the internet tofind advice and information to supporttheir parenting role. Pupils use theinternet for research: many have their owne-mail accounts. A growing number ofschools keep parents informed online.Adults use online resources to improvetheir skills. The evidence is that where ICTis used effectively, lessons are bettertaught and students get better results.

3. These developments reflect governmentinvestment and local innovation. But theirgrowth has also been haphazard: systemsare often incompatible with each other.Each institution or organisation has thefreedom to buy its own system andsupport services. The result is that they areoften more expensive than they need be.There are too few economies of scale.

A strategic approach to ICT4. That is why we need a more strategicapproach to the future development ofICT in education, skills and children’sservices. By doing so, we believe we can:

Transform teaching, learning and help toimprove outcomes for children andyoung people, through shared ideas,more exciting lessons and online helpfor professionalsEngage ‘hard to reach’ learners, withspecial needs support, more motivatingways of learning, and more choice abouthow and where to learnBuild an open accessible system, withmore information and services online forparents and carers, children, youngpeople, adult learners and employers;and more cross-organisationcollaboration to improve personalisedsupport and choiceAchieve greater efficiency andeffectiveness, with online research,access to shared ideas and lessons plans,improved systems and processes inchildren’s services, shared procurementand easier administration.

These are our four key objectives againstwhich we will evaluate this strategy.

5. A greater focus on technology willproduce real benefits for all. Parents couldsee more about what their children arelearning in school through a school’swebsite. Employers and communities

information. Education and children’sorganisations will be expected tocollaborate in providing easy integrationof information in support of users’ needs.And we will introduce new interfacestandards to make it easier for people withdisabilities, and those unfamiliar withcomputers, to find what they need online.

9. The technology offers more than accessto information. Because it can storepersonal data securely, it enables publicservices to offer more integrated supportto children and learners. With children’sservices becoming more focussed onoutcomes, ICT can assist them in meetingthe needs of the children, families, youngpeople, and adults with whom they work.The effectiveness of those working inchildren’s centres, schools, social care,health, youth services or other front lineservices can be improved by integratedadministrative processes, as well as betterinformation and training.

10. Our second priority extends thispersonalised support to learners, helpingwith all stages of education, and withprogression to the next stage. We willencourage every institution to offer apersonal online learning space to storecoursework, course resources, results, andachievements. We will work towardsdeveloping a personal identifier for eachlearner, so that organisations can supportan individual’s progression moreeffectively. Together, these facilities willbecome an electronic portfolio, making itsimpler for learners to build their record ofachievement throughout their lifelonglearning.

11. We want to do more to exploit theeducational potential of the newtechnologies. Our third priority, therefore,is to do all we can to accelerate the moveto the next generation of e-learningactivities and resources. We need better

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could access ICT training and supportmore readily. Young people and adultlearners should be able to see coursestailored to their personal needs, andprogress more easily through differentinstitutions at different stages of theirlives. And those working in education andchildren’s services will benefit from moreonline support and technologicalsolutions to assessment andadministration.

6. We will not impose our view of what thetechnology should provide. We need tolisten to people’s views, and ensure thattechnology meets their needs. In this way,we make the most of what ICT can offer.

Priorities for reform7. Our strategy therefore focuses on whatthe technology can do for informing andadvising citizens, for supporting childrenand learners of all ages in their encounterswith the system, and for transforming theexperience of learning. To make thishappen, we have identified six priorities, toprovide:

An integrated online information service for all citizens Integrated online personal support forchildren and learnersA collaborative approach topersonalised learning activitiesA good quality ICT training and supportpackage for practitionersA leadership and development package for organisational capability in ICTA common digital infrastructure tosupport transformation and reform.

8. Our first priority is to improve everyone’saccess to online information, transactionsand advice services. The Directgovnetwork will provide links to the full rangeof government services. We shallencourage schools to use their onlinenetworks to provide parents with more


digital resources more widely availableand more flexible learning packages thatteachers can adapt to their learners’ needs.We must support innovation in the marketby improving our knowledge of where e-learning works particularly well, and up-date our standards for pedagogic quality,accessibility and safety. And we must keepthe curriculum moving, to take advantageof new methods in all subject areas, and tokeep demanding a better response fromthe technology.

12. The education and children’sworkforce, including leaders, teachers,support staff, trainers, researchers, andlecturers, should all have access to goodquality ICT resources, professional onlinesupport networks and technology thatreduces their paperwork. Good practice inICT should be rewarded. And thosewishing to upgrade their skills should haveaccess to flexible courses, with advancedsupport for those seeking to specialisefurther.

13. Leaders in education and children’sservices are crucial to the effectiveadaptation of ICT within their institutionor organisation. Through better trainingand development, improved professionaland business partnerships, and peernetworks, we can enable them and theirorganisations to make more effective useof ICT.

14. The infrastructure must support thesegoals. So we plan an integrated teaching,research and administrative network foreducation. We want common systems forelectronic learning, administration andbusiness. We need common openstandards to communicate with eachother easily and safely. And we will enableall organisations to benefit from acollaborative approach to purchasing ICTequipment and services.

The impact of ICT in education andchildren’s sectors15. Schools will see a big improvement inthe ICT services available to them. All willhave broadband access by 2006. Internetchannels for teachers, parents and learnerswill be further developed. We willencourage institutions to offer everylearner their own online learning space.Teachers will have access to richer onlinecurriculum materials and improvedtraining. ICT will also help schools to assesstheir own progress.

16. Every learner over 14 will have access to flexible, co-ordinated courses, with theopportunity to learn at home, in work, incollege or in other community settings.Education and industry working together,through shared e-learning resources andsupport, will contribute to the aims of our Skills Strategy to improve basic and higher level skills, across the workforce,throughout life.

17. Universities are making use of onlineprovision to reach out to schools, collegesand the workplace, to help more peopleprogress to higher education. Teachingstaff are taking advantage of onlinefacilities to blur traditional boundariesbetween teaching and research, and to bemore innovative in their teaching.Universities already share much researchonline, and now offer courses wholly orpartly online. We will encourage more ofthis, where appropriate. We will supportmore online information-sharing betweenresearchers. We will also encourage thedevelopment of virtual science parks, sothat collaboration with industry is not tiedto location.

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18. ICT has a key role in helping us to trainand develop the children’s workforce. Itshould also make it easier to communicatewith those traditionally the hardest to reach and to deliver more efficientservices to them. ICT can provide betterinformation for parents and families. Theyshould in the future be increasingly ableto enrol and apply for services online.

Implementation19. All this requires the right systems ofgovernance and accountability. We shallset ourselves challenging goals tomeasure our performance, and test theviews of those who use our servicesregularly to measure the impact of thisstrategy.

2.Why we need a focus on technology


Achieving our ambitions20. Technology has been used ineducation for many years. It has not yettransformed teaching and learning, but ithas made a major impact in many schools,colleges and universities. It has also madeinformation more accessible andadministration more efficient.

21. But ICT can have a greater impact onour wider ambitions for education andchildren’s services. We want children,learners and parents to have more say inthose services and we want courses andservices to become more personalised: ICTmakes this possible provided that we havethe imagination and the right strategicplanning. We need to focus both on e-learning – using ICT to change how welearn, and e-delivery – the mechanisms bywhich we provide electronic informationand services.

Why do we need e-learning?At any stage of learning, ICT could re-engage the unmotivated learner, and bring an authentic and challenging task within their grasp.

Before he came here, it was sort of like ametalwork shop in here and I just sat herefor the lesson, there was nothing for me todo, but now he’s transformed it into aCADCAM suite which is brilliant really.[Student, Harrow Way Secondary School]

Or ICT could make the difference between the boredom of the learner who’s alwaysleft behind, and the discovery that theycan find their own way to progress.

When you get stuck you can get onto thewebsite and get on with it without waiting forthe next lesson to come along.You don’t getleft behind.You can keep up with everybody.[Student at The Cornwallis School]

22. For teachers it can be the differencebetween learners who are unmotivated,and a class that wants to participate.

The interactive quizzes transform mundanevocabulary tests into a fun learning activity which has had a massive impact on all my pupils. [MFL teacher, English MartyrsSchool and Sixth Form College, Hartlepool]

23. And it need not involve more time.Head teachers and leaders can work moreefficiently and support their teachersbetter. Teachers given the means toexperiment discover their own ways ofusing their time better.

That was a huge success… I had struggled with them all year to get anything out of them at all. They were coming up with their own ideas and generating, planning andevaluating what they were doing in a way they had never done before.[ImpaCT Learning at Home and at school: Case Studies]

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ICT saves me 15 hours a week, but I now do more than I could ever have done withoutICT. I think that teachers could probably savethree to five hours a week on planning e.g.through Internet schemes of work. [Headteacher, secondary school]

24. Of course, the critics of ICT couldreasonably argue that the teacher whomakes his or her subject come alive fortheir class is more effective than acomputer programme that is merely anelectronic page-turner. And thetechnology is still not perfect: a computercrash doesn’t help any lesson.

25. But we do not argue for a completeswitch to new technology. Traditionalteaching methods and e-learning can andshould complement each other. The newtechnologies are capable of creating realenergy and excitement for all age groups.Used well, they should motivate,personalise, and stretch.

Why do we need e-delivery?26. Communications technologies areoften more readily accessible ways todeliver information and advice than print.Some of the most powerful testimony tothe value of ICT comes from people in themost vulnerable groups in our society,who value the social equality, the contactand privacy that ICT offers.

The benefit of studying with [it] for me was its flexibility. The use of email and the other web-based resources enabled me to fit it inaround looking after my children and myhome. [Learner and volunteer at ManchesterWomen’s Electronic Village Hall]

27. Online information systems, advice andguidance can change how every citizenengages with public services. Of course,many people prefer to meet publicservants face-to-face, but their encountercan be more productive when both sidesare better prepared – online services canhelp that process. This is why weemphasise the importance of joining upagencies to deliver online information andservices. We all want to find theinformation and advice we need quickly.We want to have the opportunity toregister or enrol for courses without having to travel or queue. It is important that accessing such services isstraightforward and easy for everybody.

28. Technology can also help to providemore effective support mechanisms. TheGreen Paper Every Child Matters focussedon the importance of intervening early sothat no child falls through the net.Technology can enable practitionersworking with children, young people,families, and adults, to intervene earlierand provide a better service, supported byimproved systems.

What will ICT do for practitioners?29. Children, especially those at risk, are best supported by professionals who can work together easily and efficiently,exchanging information to develop ashared understanding of the individualneeds of the child or family. Once we havesafe and secure systems, the technologywill support the social care and educationworkforce in modernising theirinformation systems and reducingbureaucracy.


30. For technology to work well, we needgood teachers and tutors making gooduse of it. This is as true of the interactivewhiteboard as the static chalkboard.Blended with traditional methods,replacing some of them, e-learning allowsa new relationship with learners todevelop. It takes them beyond theconfines of the traditional classroom,extending collaboration and enablingteachers to bring new resources into theirteaching, culled from a world of digitallibraries. Teachers can enrich their lessonsby taking pupils, through onlineconferencing or web-cams, to authenticenvironments from wildlife parks andmuseums to overseas classrooms.

What will ICT do for leaders?31. Learners, parents or carers willincreasingly expect electronic informationand contact. With good systems, school,college and university leaders will find iteasier to offer flexibility, and tailor theircourses to what their students want. Adultlearners increasingly expect easy onlineaccess to their course resources,timetables, achievement records and theirtutors. School pupils and their parents arebeginning to expect the same. Parentswant a shared role in their children’seducation and development – to accessthe syllabus for the term, to see what theyare working on now, what’s coming up,and how much homework is expected.

32. Online networks open educationinstitutions to the wider world. They canturn the school or college into acommunity hub linking sportsorganisations, libraries, social services,industry and other schools and colleges.For the head, principal or vice chancellor,these hubs are also an excellent way toreach reluctant learners. They can rethinkthe boundaries of their institutions.

33. Local Authorities will be working withtheir partners to assess the needs of their

local area, using communicationstechnologies to revitalise communities,and listening to what children, youngpeople and families have to say aboutservices and trust arrangements. We haveto learn how best to exploit technology insupport of local change and communitydevelopment.

What will technology do for employersand the private sector?34. Technology also allows a newrelationship between education andemployers. School leavers will have anelectronic portfolio showing theirachievements and their best work – givinga clearer insight into what they can do inthe workplace. ICT infused throughout thecurriculum at all levels of education willgive us school leavers and graduatesbetter equipped with the skills needed for21st century employment. Newpartnerships will give employees easyaccess to online learning where and whenthey need it, which can be especiallyvaluable to the small business. Industrycan more easily connect to the researchbase through virtual science parks, notrestricted to location, but focused aroundinterest and need. Private companies havelong used technology to modernise theirtraining methods. The public sector canlearn from their experience.

When will we get there?35. The future we describe is alreadyhappening in the most go-ahead places.We must learn from the best so that all canbenefit. We can only harness the newtechnologies to our ambitions if we areclear about what we want, and how bestto use ICT to achieve it.

36. We want to use ICT to build a societywhere everybody has the opportunity todevelop their potential. We will ensurethat all those working in our educationand children’s services are able to use thetechnology well. From that baseline, we

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can effect a genuine transformation ofprovision in the future.

37. When will this happen? Within someinstitutions the future envisaged forlearners, outlined in the box above, isalready happening. We are working

progressively to ensure that for alleducational organisations at least some ofthese facilities are addressed as speedily aspossible. Over a period of time we wouldexpect all facilities in all organisations. Thatis the intention of this strategy.

What does it mean for learners? As a learner, you should have:

More ways to learn: the chance to develop the skills you need forparticipating fully in a technology-rich society. Along with listening andreading, you will be spending more time learning in groups, working withother learners, being creative, learning through challenging, game-likeactivities and materials that adjust to the level and pace appropriate to you,and with clear personal goals that you help to set.

More subjects to choose from: you should have access to subjects taughtthrough partnerships between schools, colleges, and universities, or othersources of adult learning, through carefully designed materials, with expertsupport online, and networking with your peer group, in your community orworkplace, choosing from a wide range of topics provided by accreditedlearning and training providers.

More flexible study: you will have more choice about where, when and howyou study, making it easier for you to create your own mix between studying ina place with other learners, learning at work, learning at home, and learningonline.

Easier ways to try things out: if you’re not sure you’re interested in furtherlearning, there will be online access to informal tasters, linked to leisure ordomestic activities, enabling you to progress to the next stage by means ofhighly motivating short modules, as and when you wish.

A personal online learning space: where you can store electronicallyeverything related to your learning and achievements, course resources,assignments, research, and where you can plan your next steps, and build linksfor professional advice and support. And being online, it will be accessible fromhome, from school, and, in the longer term, from each new organisation as youprogress.

Help to move on: you can find out online what courses are available, andwhich ones might suit you best, with online questionnaires to assess whereyou are now, where you want to be, and how to get there.

3.What do we need to do?


Where are we now?38. We want technology available toeveryone as they learn and develop. Butbefore we address how we might achievethat goal, we should assess what progresshas already been made and consider theobstacles preventing further progress.

39. Over recent years, the Government hasinvested significantly in ICT, in every phaseof education. Every university and collegehas broadband access, with an average ofone computer for every three students.Every school is connected to the internetand will have broadband by 2006. Alreadythere is more than one computer for everyfive secondary school students and morethan one for every eight primary schoolpupils. 92% of public libraries offer internetaccess. And this hardware is backed by agrowing range of interactive resources andimproved workforce training.

One in four primary school lessons uses technologyOver half of all secondary pupils have their own school-based email account to help them with their studies Six million people use college and university networksThere are now more than 7000 UKonline and learndirect centres, including3000 public libraries 99% of UK households are within 10km of a learndirect or UK online centre, and 89% are within walking distance (3km).

40. These inputs have made a measurabledifference. The British EducationalCommunications and Technology Agency(Becta) Review 2005 – Evidence on theprogress of ICT in education reports moreeffective management of ICT, with 76% ofschools and colleges making progress inusing ICT throughout their work. It alsopoints to growing teacher confidence andcompetence, and provides evidence thatICT is helping to improve students’ results.Better access and teacher confidence arealso changing how lessons are taught.Since 2002, for example, the proportion ofsecondary maths lessons based on ICT hasrisen from 24 to 41%. The Office forStandards in Education (Ofsted) reportedin 2004 that primary school lessonsinvolving ICT were better taught thanother lessons (2004 Report: ICT in schools –the impact of government initiatives).

41. The problem is that progress is patchy:for every school that has embracedtechnology in teaching and learning, classmanagement and administration, thereare two others that have barely begun touse ICT well. Many colleges and adult andcommunity learning organisations are atan early stage of development, anduniversities vary considerably in their ICTmaturity. In children’s services there arepublic sector bodies, as well as smallvoluntary organisations that have not yetbeen able to invest effectively in ICT.

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42. In 2004 we completed an extensiveconsultation on the role of ICT and e-learning, which generated considerableconsensus on the key weaknesses weneed to address. Evidence from a range ofprojects, surveys, case studies andevaluation reports contributes to ourunderstanding of how best to build on ourstrengths. The Becta Review 2005 providesa valuable synthesis of our currentposition in schools and post-16. Forexample, the variations in the use of ICTwithin and between institutions lead toinconsistent and widely differingexperiences for learners; we have little inthe way of agreed specifications andstandards for issues such as learningplatforms; institutions are wasting timeand effort on routine procurementadministration; and we continue to missopportunities for aggregating demand toachieve the best deals. In general, for eachsector, there is a gap between strong andweak ICT users in these five key areas:

The ability to spot innovation andembed it effectivelyThe quality of leadership andmanagementThe degree of commitment toimproving workforce skillsEffectiveness in improving attainmentand outcomes or well-beingSuccess in ensuring equal access totechnology for all children, youngpeople, families and learners

Our challenge is to ensure that everyinstitution is maximising its potential ineach of these areas.

43. Some might argue that it will happenanyway: the variation in ICT capability willnaturally reduce without governmentintervention. This may seem attractive, butit would be slow and inefficient. For thesake of today’s children and learners, whoare increasingly mobile, impatient to learnmore and to learn it better, we must fullyexploit the facilities already there andaccelerate reform.

What approach should we take? 44. The Department for Education andSkills (DfES) five-year strategy foreducation and children’s services sets outhow we will meet the needs of childrenand all those who learn at any age. If thetechnology is to make its propercontribution, our approach must embraceand support all our strategies for children,young people and families, schools, post-16 and lifelong learning, and highereducation. Following our lengthyconsultation, and working with a widerange of partners, we have developed astrategy that:

Devolves responsibility to front-lineinstitutions but within a nationalframeworkTakes a system-wide view in support ofsector-based activitiesFocuses on a small number of objectivesand prioritiesIdentifies clear criteria for interventionClarifies roles and responsibilities forinstitutions, partners, and industryEmphasises delivery and evaluation toensure responsiveness.


45. Management of education andchildren’s services is devolved, and localinstitutions and organisations have alwaysadopted technology at a pace andspecification to suit their needs, interestsand capabilities. Although this approachhas proved resilient through the critical,early stages of development, the excessivevariation between institutions is reason toquestion whether it is enough. Decisionsshould continue to be made at local level,but within a national framework of aims,priorities, responsibilities and standards.

46. This approach must bring together ourdifferent services and sectors. The well-being of the child supported by children’sservices, or the progress of the learner ontheir journey through school, college anduniversity and lifelong learning, dependincreasingly on an integrated approachthat helps people move easily andnaturally between settings. At the sametime a drive to ensure that educationalmaterials can have a common origin andyet be varied and used across sectors, willboth widen the range of resources andmake it more attractive for industry toinnovate and invest.

47. Our strategy therefore focuses on whatthe technology can do for informing andadvising citizens, for supporting children

and learners in their encounters with thesystem, and for transforming theexperience of learning. To make thishappen, we must provide the means andmotivation for teachers and practitionersto use ICT well. They cannot do thiswithout the support and leadership oftheir senior managers, so we must helpleaders develop their own and theirinstitution’s ICT capability as part of theiroverall strategy. And the final plank is toensure that we progress towardsproviding an efficient and effective ICTinfrastructure. The diagram gives anoverview of the strategy.

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Our aims for a21st centurysystem…

throughsector-basedactions…

all under-pinned bythe prioritysystemactions.

through ourstrategies forreform…

Personalisation and choice Flexibility and independence

Opening up services Staff development Partnerships

will need thecontributionsICT and e-learning can make…

Transforming teaching learning and support

Connecting with hard to reach groups

Opening up an accessible collaborative system

Improving efficiency and effectiveness

Children Secondary Skills Post-16

Primary 14-19 HE

ICT in Schools Strategy

Post-16e-Learning

Strategy

HEFCEe-Learning

Strategy

Every Child Matters

An integrated online information service for all citizens

Integrated online learning and personal support for children and learners

A collaborative approach to personalised learning activities

A good quality ICT training and support package for practitioners

A leadership and development package for organisational capability in ICT

A common digital infrastructure to support transformation and reform

To summarise:

An overview of the DfES e-strategy


48. For each priority we have askedwhether it is necessary or appropriate forgovernment or its agencies, at national,regional or local level, to intervene. Threetests have been used:

Do we need to build capacity? Do we need to create a market? Do we need to achieve efficiency through scale?

Actions have been identified only whereone or more of these tests apply.

49. We have identified the need for actionat two levels. System-level actions willcoordinate cross-sector work, and developa common solution on behalf of all sectorswhere appropriate. Sector-based actionswill seek economies of scale through acollective framework in which partnersand agencies in a particular sector (such asschools or children’s service) share goodpractice and ensure the right solution forthat sector. We have been clear thatpriorities should be kept to a minimum toensure that their net effect is to add value,not increase time-scales or bureaucracy.

50. All these actions have been allocatedto identified partners, with deliverablegoals and milestones. Our leading nationalpartners for this strategy are Becta and theJoint Information Systems Committee(JISC). They provide a powerful focus forusing ICT to modernise education andcould potentially, in the longer term,contribute to the effective use of ICT inchildren’s services.

51. The resources we need to deliver thestrategy are already in the system. This

strategy defines the framework withinwhich we believe institutions andagencies will be able to manage their useof ICT to best effect. The Department willwork with its partners, encouraging andpromoting the optimal deployment ofresources to realise our ambitions.

52. The Department is establishing astronger governance framework to ensureeffective and timely delivery, and a focuson top priorities for action. Recognisingthe rapid change in the technologyenvironment, this framework will beresponsive: capable of reviewing theprocess, and renewing the strategy asnecessary.

53. The strategy therefore sets out, for thefirst time, priorities for children’s servicesand all sectors of education. It escalatesour commitment to use the enablingpower of technology for the benefit ofchildren and learners, securing socialjustice, equality of opportunity andeconomic success.

54. The next six sections describe therationale for each priority and the system-level actions that follow. The subsequentsections give sector-based perspectivesand actions for schools, post-16 andlifelong learning, higher education, andchildren’s services.

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In summary, these are the six priorities that we believe will make the difference

PRIORITY 1 An integrated online information service for all citizens Building an integrated service of information, advice and guidance collected from all relevant

organisations within education and children’s services.

PRIORITY 2 Integrated online personal support for children and learnersAiming for online personalised support for learners, parents, and practitioners, giving secure

access to personal records, online resources, tracking and assessment that works across all sectors,

communities, and relevant public and private organisations.

PRIORITY 3 A collaborative approach to personalised learning activitiesTransforming how people learn by harnessing the full potential of new technology across all

subjects and skill development, and embedding assessment more appropriately within learning

and teaching.

PRIORITY 4 A good quality ICT training and support package for practitionersDefining a minimum level of ICT competence for teachers and other practitioners, promoting new

ways of working, and of supporting parents, learners and employees, enabling all staff to become

effective ICT users and innovators.

PRIORITY 5 A leadership and development package for organisational capability in ICTHelping leaders to assess how well their organisation uses ICT, and to adopt or share good

practice, work with others, and plan their approach to ICT as part of their future strategy.

PRIORITY 6 A common digital infrastructure to support transformation and reformDeveloping high-speed access to robust and sustainable e-systems for all organisations across the

sectors based upon a common systems framework and technical standards for the software and

systems needed to support the strategy, and providing best value ICT procurement frameworks

that are available to all organisations.


4. Engaging and involving citizensand learners

Current position55. With the focus on citizens at the heartof the Department’s five year strategy, weexpect technology to transform the waywe engage and involve children, parents,learners, and the wider community.Technology should also play a key role insupporting those people who workdirectly with children, their parents andcarers, and learners of all ages.

56. We’re getting there – all public sectororganisations now have websites, andevery community offers reasonable accessto online information, for example,through UK online centres and thePeople’s Network. Online information ismeeting a need – demonstrated by thelearndirect online advice service, handlingaround 15 million information and advicesessions since its launch in 1998. Thechallenge now is to make sure that all the public websites in our sectors offerconsistently high quality information and meet the needs of all members of the public.

What is needed57. We want to make it easier for citizensto find what they need. Young peoplemoving to higher education, who mustcurrently search several differentuniversity, college and agency websites tofind out about courses, funding and entry

qualifications, would welcome a simpleronline experience. Parents and carers wantco-ordinated information, advice andguidance. Adults want to know how bestto return to learning. The point is toorganise government information andservices around the interests and needs ofcustomers, rather than the provider.

58. We’ve made a good start. Many of our online information services have been organised into internet ‘channels’aimed at our key customers, as well as ourworkforces. Parentcentre, Teachernet, andBusinessLink already support the needs ofparents, teachers, and employers,respectively.

59. But we can do better. All governmentdepartments are collaborating to buildthis integrated information service, knownas ‘Directgov’. The DfES and its partners areleading the work on behalf of parents,carers, young people, children, and adultlearners. For example, building on thesuccess of our portal for higher education,the work of the Universities and CollegesAdmissions Service (UCAS), and theStudent Loans Company, the learningsection of Directgov will allow youngpeople to find out about options forhigher education (HE). The service isintended to attract people who would nottraditionally have thought of going into

62.That could make a huge and practicaldifference in many ways.When schoolsextend their intranet to an ‘extranet’,parents can be more closely involved in theschool, enabling them to see what pupilsare working on, the plans for curriculumstudy, examinations, and school events.The‘need2know’ website, aimed at children andyoung people, and the Parentcentrewebsite will provide online information,advice and guidance, tailored to the needsof these different groups.

63. And our workforces will benefit fromeven better support online. We haverecently launched Teachers’TV(www.teachers.tv), a dedicated digitalchannel for teachers; and Teachernet willexpand into Schoolsweb, supporting thewhole school workforce not just teachersand school leaders. Similarly, informationon the reform of children’s services will beprovided through the Every Child Matterswebsite (www.surestart.gov.uk).

64. Our ambition is to reach everyone.A significant minority of people still do notuse the internet, either because they feel itis not for them, or they find it intimidating.Government services available online willbe a convenient and private form ofinformation and guidance, but those whoneed the services most may also be thosewho are least likely to use them. We mustensure that e-government is accessible toall, including people with disabilities, andthose who are unfamiliar with technology.

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HE, giving them an opportunity to see thebenefits and means of doing this.Organisations within education andchildren’s services are becoming morecommunity-facing, extended schoolsbeing one example. Online networksprovide a wonderful way of joining upacross organisations, making theirboundaries more permeable.

60. This more coherent approach willincrease our efficiency, as information onlyhas to be provided once. Other sites canuse that, rather than creating their ownversion. All government services can sharethe same technology. So, for example,authentication becomes easier: you onlyhave to sign in once, not for each separatewebsite. We can also add value byinforming people visiting a particular areaof Directgov about other information andservices which might interest them.

What we will do61. We’re making real progress. But we arestill some way from providing citizens with a comfortable way of navigatingthrough the mass of online informationand advice to find what they really need.This is why we want Directgov to integrateinformation and advice services tailored toindividual needs, developing the internetas a safe and secure online environmentfor all citizens.


65. As part of its concern for digitalinclusion, the DfES is working withUfI/learndirect, and advised by relevantvoluntary organisations, to developMyGuide, a simple interface andaccessibility standard for internettransactions for anyone who finds the ideaof using the internet difficult orcomplicated. The interface will use thelatest technologies to help the usercustomise it to their locality, their interests,or their personal requirements, somethingespecially valuable for people with motor,visual or hearing disabilities. This will makeit easier for everyone to access what theyneed online, and will complement thesupport already available through UKonline centres and voluntary sectoragencies. We will develop this work incollaboration with the EverybodyOnlineprogramme (www.citizensonline.org.uk/everybodyOnline).

SituationPotential HE students have had to searchthrough a large number of websites to finduseful information and services aboutcourses.

This may have dissuaded some frompursuing their interest in university, or led toinappropriate choices.

Key ActionsThe AimHigher campaign aims to raiseaspirations to enter HE among youngpeople from under-represented groups.

Building on the work of the Aimhigherportal and working with HE partners, arange of services are being broughttogether on the education and learning areaon Directgov.

These cover information about planningand researching, choosing and applying fora course, money issues, student life and lifeafter higher education.

ImpactWith no marketing, Directgov is attracting amillion users a month and research showsthat students welcome these facilities andfind them useful.

This will help the AimHigher campaign,where acceptances for entry to university in2003 through UCAS were up 1.4 per cent incampaign areas compared to a decrease of0.6% in other areas.

Joining Up Services for higher education (HE) Students

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PRIORITY 1 Provide an integrated online information service for all citizens

Change across sectors to engage and involve citizens and learners66. Our priority here is to provide integrated online services and information for citizensvia Directgov, linking public sector online information channels and institutions'extranets to provide personalised support for all citizens.Together with our partners we will:

ActionDevelop the internet as a key delivery channel for the Department and its partners,by providing online information and services to citizens through Directgov, and toemployers through BusinessLink.

Milestones• Core offering to citizens available via Directgov in 2005

• Comprehensive offerings including transactional services by 2006, with mostexisting citizen portals moving across all content

• All Local Education Authorities (LEAs) and schools offering online services withinthe overarching channel framework provided by Directgov, by 2007-08

• Core functionality and framework available for all workforce portals by 2006.

ActionDevelop the internet as a key delivery channel to education and children’sworkforces through tailored portals.

Milestones• This requires sector-based actions and is covered in sections 10 to 13.

ActionDevelop the 'MyGuide' solution for making education and government onlineservices accessible to a wide range of users and to disabled groups.

Milestones• UfI to complete initial pilots by 2006

• Accessibility standards and rollout through UfI/learndirect and UK online centresfor 2007.

Sector-based implications for these actions are listed in sections 10 -13.


5. Integrating online support forchildren and learners

Current position67. As we journey through life, we usemany different services along the way,some universal and some specific to ourneeds: the children’s centre, nursery or pre-school; the primary and secondary school;public libraries, health services, youthservices, social care, colleges anduniversities; and adult and communitylearning centres and trainingorganisations. We may also accessemployment services, draw on educationmaintenance allowances or student loans,or need information and guidance onwhere to turn next. Keeping track of thesetransactions and the information relatingto them is difficult. As more of them aretransacted electronically it should becomeeasier, offering better joined up support toindividuals and families. But that is onlypossible if the systems work together insafe and secure ways.

68. Similarly, in the course of our studies, atschool and beyond, we build not justphysical but increasingly electronicresources and records of work andachievement. At present institutions arerarely able to offer seamless transitionsupporting learners progressing fromschool to college to the workplace tohigher education, or from informal toformal learning as adults, or for learnersbeing supported at more than oneinstitution at the same time.

What is needed69. We want every child and learner tohave the personal support and advice theyneed to make their journey successfully.We want this to be available to every childand learner including those who cannot ordo not attend learning for whateverreason. We also want to make thetransition between different phases andstages easier – the move from primary tosecondary school; or from sixth form orcollege into higher education and intowork.

70. This requires public services to worktogether. Our workforces need access toinformation and data that will help themsupport individual needs. For example, astudent with disabilities may needtechnological support to enable them towork on an equal basis with theirclassmates. They should continue to haveaccess to that specialist equipment inmoving from school to college oruniversity. Local authorities alreadyrecognise the need to work acrosseducation, health and social care tosupport children and young people in linewith Every Child Matters: Change forChildren.

71. Schools, colleges and universities areworking to provide learners with their ownpersonal online learning space and willwant to develop eventually an e-portfoliowhere learners can store their own work,

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record their achievements, and accesspersonal course timetables, digitalresources relevant to their own study, andlinks to other learners.

72. When institutions work together toexchange information and data, a learner’spersonal online learning space will extendbeyond one institution. For 14-19 year-olds, this could give them a way ofexploring the choice of pathways open tothem from different learning providers.Access to online questionnaires will helpthem identify realistic and achievableaspirations linked to the record ofachievement held in their e-portfolio. Itshould eventually be possible for anindividual to build this personal electronicrecord through education and carry onusing it in the workplace and lifelonglearning.

73. People will then be able to take moreresponsibility for their own educationaldevelopment. Their transition to a newschool, college, university or into work-based learning will be easier when theirpersonal information is readily availableonline. Where there are common units ofcredit, which can be transferred betweeninstitutions and agencies, learners couldstore qualification data from any awardingbody, and have an automatic personalrecord of their achievements. LifelongLearning Networks will eventually allowlearners to advance their skills as theymove between further and highereducation and the workplace.

SituationThe statutory agencies and schools workingwith children and young people in five areasof high need have to work across the twoneighbouring local authority areas in Telfordand Shropshire.

They wanted to share information aboutvulnerable children to improve servicedelivery to them and their families.

Key ActionsThe agencies worked together to set up ashared, secure IT system holding basicidentity data on all children, andinformation about agency involvement with them.

It offered a secure messaging facility andthe ability to record levels of need.

Professionals working with children couldassess children to a common framework,and access a directory of local children'sservices to aid referrals

ImpactThe approach has been adopted by 71schools, 8 social work teams, 11 LEA supportteams, 8 Connexions teams, Youth Offendingteams, Health Centres, A&E Departments,Family Protection Units, Early Years Services,Child and Adolescent Mental HealthServices, and Housing Services, serving40,000 children and young people.

The approach is already effecting culturalchanges envisaged in Every Child Matters:Change for Children

Joining Up Children’s Services

What we will do74. These ambitions pose some difficultchallenges, which can only be addressedover time. We will encourage moreeducation institutions to offer theirlearners a personal online learning space.


For the more ambitious objectives, we willwork with our partners and acrossGovernment to develop a unique personalidentifier for children and learners, so thatorganisations can support an individual’sprogression more effectively. We willdevelop a unique record of the learner’sparticipation and achievement, and anational framework for data sharing. Wewill also work towards the development ofelectronic portfolios that learners cancarry on using throughout life.

75. We are not starting entirely afresh: wecan build on progress files in schools, ande-portfolio developments funded by theJISC for UCAS higher educationapplications.The Qualifications andCurriculum Authority (QCA) is workingwith the Learning and Skills Council (LSC),e-Skills UK, and the Learning and SkillsDevelopment Agency (LSDA), to develop aframework that will enable qualificationdata to be shared. Once these mechanismsare in place, the system will relate far betterto the learner’s personal needs.

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PRIORITY 2 Ensure integrated online personal support for children and learners

ActionSupport children's and learners' transition and progression by developing andimplementing a common approach to personal records across education andchildren’s services, including public and private organisations and industry.

Milestones• First phase of development of a unique learner number, and learning data

interface complete by 2006

• Data Sharing Framework and personal record format, including the specificationfor qualifications and credit data required for QCA’s Framework for Achievementagreed for December 2005

• Policy clarification across all education and work-based learning sectors by 2006

• Recommendations from feasibility study on how to provide integrated e-portfolios, by 2007.

ActionEncourage all organisations to support a personal online learning space for learners.


ActionPromote a common approach to assessment across sectors to support personalisedprogression.

Milestones• QCA working with LSC, e-Skills UK, and LSDA, through the Framework for

Achievement, to agree strategy by January 2006.

ActionProvide seamless support for assistive technologies for learners’ and children'sspecial needs.

Milestones• Policy clarification across public services to include continuity of support, by 2006.

How the system will develop online personalised support76. Our priorities therefore are to co-ordinate the development of the unique learneridentifier across all sectors, and develop a common approach to learner records ofachievement. We are developing a similar approach to public sector support of childrenand families. In the longer term, we will investigate the feasibility of integrated e-portfolioswith student tracking, and assessment for learning, and records of achievement, buildingon the work being carried out at sector level.Together with our partners, we will:


recording achievement and personalisinglearning experiences through selfassessment.

79. Many impressive digital libraryresources are being developed acrosseducation and through other governmentdepartments, such as the Museums andLibraries Archives Council(www.mla.gov.uk) and the e-Scienceresources (www.rcuk.ac.uk/escience).

80. The success of e-learning to re-engagepeople who have left education hasalready been demonstrated throughlearndirect; around two-thirds of the 1.5million learners it has attracted since 2000were new to learning. There are manypeople who are unable to travel to a placeof learning, who nonetheless wish tocontinue their personal development – ICT can help make this possible.

81. There are some impressivedevelopments in the quality of e-learning,and the British Education and TrainingTechnology (BETT) awards are helping todevelop a shared understanding of whatcounts as high quality resources within theschools and post-16 communities. But weare not yet deploying existing resourceseffectively, nor exploiting the fullcapability of the technology.

The current position77. We need a new understanding of thepedagogies appropriate for a 21st centuryeducation system. Traditional methodshave not achieved enough. The wideravailability of new technology means thatwe have both the opportunity – and theresponsibility – to explore new approachesto teaching and learning. The familiar andeffective teaching methods of listening,reading, writing and class discussion will ofcourse remain important. But our teachinginstitutions ought to be advancing beyondthe traditional formats that are still soprevalent.

78. There is a lot of change already underway. Inspection data indicates that digitalprojectors and whiteboards are becomingmore widespread and support some veryhigh quality teaching (see Becta Review2005). Used in a spirit of exploration, theycan encourage us to think afresh aboutteaching and learning in every sector andfor a wider range of learners. Colleges anduniversities are experimenting with newblends of campus and distance learning,and different mixes of online and face-to-face methods to create more flexiblelearning and accreditation opportunities.The e-skills Passport/InformationTechnology Qualification (ITQ) is anexcellent example of the new approach to


6.Transforming learning and teaching

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What is needed82. We have to address three criticalproblems in the provision of e-learning:the quantity and range of resourcesavailable to teachers and learners; thequality and degree of innovation of thoseresources; and the embedding of e-learning and ICT across the curriculum.

83. Educational resources are usuallydeveloped for a particular curriculumsubject and age range. This is appropriatefor the traditional media of print andvideo, less so for digital media because thelatter are much easier to recombine fordifferent purposes. We now have a rangeof digital resources for education, but theirusage is typically confined to the onecurriculum area or age group for whichthey were designed, and have rightsclearance. We need a much more openapproach to such resources to make bestuse of them. Teachers, lecturers and tutorsmay have different approaches toteaching, but they increasingly want easyaccess to more digital libraries’ assets andcommercial educational software. As theygain confidence, they will want moreflexible resources they can adapt to fittheir learners’ needs.

84. We also need research to map outfuture directions. This research shouldreflect how teachers teach and learnerslearn. As we research and develop moreinnovative pedagogical methods, weshould look for ways to deliver them moreeffectively through e-learning. And ourambitions for education should encouragethe ICT industry to exploit all that the

technology can do to meet the mostchallenging educational objectives.

85. Because ICT is an interactive medium,it is ideal for helping learners develop theskills they need for the knowledge-basedeconomy. Learners and employers want us to help improve their skills, at both basic and higher levels, making it easier forthem to solve problems, manageinformation, communicate acrossnetworks, and understand how to use andapply ICT to their circumstances.Educational software should help meetthat challenge.

86. Learners expect this response from theeducation and skills sectors. Demand for e-assessment is already high, although not every exam can be assessed online.Using technology to streamline assessmentprocedures and enable online assessmenton-demand is a long term objective.Development work is beginning now,focusing on lower-volume qualifications.

87. New technology can transform theexperience of learning for all learners, buthas particular impact for those who mightotherwise be excluded or even unwilling toaccess learning. Learners with specificcognitive disabilities, such as dyslexia ordyscalculia, can be identified throughinteractive diagnostics, and givenappropriate remedial exercises.Youngpeople who are disaffected, or disengaged,can re-engage with education when theyexperience an approach to learningthrough technology that is very differentfrom the traditional classroom.We need to

89. We want to stimulate greaterinnovation in e-learning design toaccelerate the development of the nextgeneration of e-learning. The focus shouldbe on design flexibility for teachers andengaging activity for learners. Flexiblelearning design packages would enableteachers in all sectors to build their ownindividual and collaborative learningactivities around digital resources. Thiswould help them engage in designing anddiscussing new kinds of pedagogy, whichis essential if we are to succeed ininnovating and transforming teaching and learning.

90. To ensure good quality e-learning weneed a national framework of standards.Software development standards foreducation, building on those developedfor Curriculum Online and the NationalLearning Network (NLN) must be set at thehighest level. E-learning resources must beeasy for all learners to use: safe, accessible,and educationally effective. Intensive usertrials and rigorous testing within the end-user environment will be needed toensure that products improve learners’understanding of their subjects and theirwider practical and cognitive skills.

91. We will stimulate innovation byencouraging the development of highlyinteractive software, drawing on theexpertise of the games industries, amongothers. We want to shift the focus frompresenting content to engaging learnersin productive learning activities. Allcurriculum subjects will need to developlearners’ skills, from basic to advanced. E-

target some innovation funding where ithas most impact. Supportive help forliteracy and numeracy problems is valuableto all. For learners with special needs, theseaids can take them from totaldisengagement to eager participation.

What we will do88. We have to extend access toeducational digital resources wherepossible to make best use of the publicinvestment already made. The privatesector should also be able to use theseresources for education. Where there is agood case for doing so, we will free upaccess by removing rights barriers, andintroducing model licence frameworks for new development. Teachers in allsectors should have access to a commondigital resource for e-learning.


SituationCity & Guilds launched “Global OnlineAssessment” (GOLA) in 2002 to offerimproved access to assessment.

Key ActionsThe learning portal of GOLA andSmartScreen.co.uk offers over 86qualifications in different sectors.

It provides advice and guidance on careerprogression and employment opportunities.

ImpactSince 2002, take-up has tripled to 33,000 a month.

By January 2005 over 320,000 candidates had taken high-stakes exams online acrossthe UK.

Demand for e-Assessment

learning clearly supports the developmentof ICT skills, but it also offers a highlyinteractive environment for practisingaspects of other generic skills, such asobservation, textual analysis,communication, data interpretation.E-learning innovation must be focused onthe learning activities that support bothskill learning and understanding.

92. We need a concerted effort by thedigital content industry, innovativeeducators and education researcherstogether, to demonstrate what the nextgeneration of e-learning could be.

93. Improving the quantity and quality of e-learning is irrelevant, however, if it is not

done within the context of curriculumdevelopment. It is crucial that we fullyexamine the potential for technology tomodernise the curriculum and itsassessment. ICT supports assessmentplaying a more formative role –assessment for learning, not just forjudging. And we want to see pilots of a wide range of applications of e-assessment: immediate feedback tolearners and teachers, online tests,personalised diagnostics, onlineassessment and accreditation of e-skills,and inclusion of e-skills in the assessment of all curriculum topics. QCA has the lead role in ensuring that we develop acurriculum which prepares learners for lifeand work in the 21st century.

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ActionEnable practitioners to create, adapt, re-use and share resources through commonaccess to digital resources for e-learning.

Milestones• Exemplars available to practitioners to build capability, with measurable

improvement in the availability of publicly funded resources and assets acrosssectors by 2006

• Provide updated Intellectual Property Rights (IPR) advice for all sectors by 2006

• Feasibility study on implications of extending rights licences by 2006.

ActionPromote innovation by developing flexible learning activity design tools,ensuring that e-learning products are based on robust evidence of effective learning and teaching.

Milestones• National framework of standards for pedagogical quality, accessibility, and safety,

and development process criteria available online by 2006

• A cross-sector e-learning innovation co-ordinating group in place, withappropriate representation, to develop business models and a cross-sectorinnovation fund, enabling procurement of e-learning activities customisable fordifferent sectors and learner needs, for 2005

• Programme of research on learning and pedagogy established by Engineeringand Physical Sciences Research Council (EPSRC) and Economic and SocialResearch Council (ESRC) by 2006.

ActionReview and update the curriculum and qualifications to reflect the impact oftechnology on learning.

Milestones• QCA to conduct consultation and report on proposals for modernising the

curriculum and its assessment, as the opportunity arises, to ensure modernisationof content and skills, for 2005.

Supporting the next generation of e-learning94. We have three priorities here: to ensure wider use of existing resources across thesectors and get better value from our earlier investment; to engage educators inimproving teaching, learning and assessment through more innovative e-learningresources and activities; and to modernise the curriculum in the light of changes intechnology, using e-learning especially to tackle difficult areas, and prepare people for employment.Together with our partners, we will:

PRIORITY 3Develop a collaborative approach to personalised learning activities


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7.Transforming the work of front-line staff

The current position 95. Personalisation changes howpractitioners work. Staff must besufficiently confident, they must have theright skills and they must have access tothe right technology, if they are to use ICTto transform front-line services. Staffconfidence is improving, but there is stillsignificant variation in the level andquality of ICT use across the curriculum inschools and further education (FE), as theBecta review shows (Becta Review 2005).The same is true for children’s services,where the ICT infrastructure is stilldeveloping. It is even true for HE, wherethe quality of ICT use often falls behindthe quality of provision.

What is needed96. We have to recognise the pressuresthat make innovation difficult. Staff oftenfind themselves working against the grainof the organisation as they try tointroduce more ICT. As well as effectivetraining, they need supportive leadership;time to experiment and refine theirpractice; opportunities to share ideas andexperiences with other practitioners, andto adapt them to their own work; andsufficient support from experts in onlinelibrary skills, learning technologies andlearning design.

97. We must enable front-lineprofessionals – teachers, lecturers, tutors,library staff, classroom assistants, the

children’s workforce and social workers –to make the most of technology ineveryday work: they might want anything,from a library of video clips to use inpresentations, to management tools toreduce paperwork. Specialised onlinenetworks can be an invaluable source of support and information e.g. theSpecialist Schools Trust(www.specialistschools.org.uk), theGeneral Teaching Council(www.gtc.org.uk), and the FurtherEducation Resources for Learning network(www.ferl.becta.org.uk).

98. Other digital libraries provide a wealthof resources. Culture Online, for example,commissions interactive projects toextend access to the arts and culture.Many of these involve mass participationand are effective in engaging newaudiences, including hard-to-reachgroups, with cultural and heritageorganisations in a fresh and exciting way(www.cultureonline.gov.uk).

What we will do99. Training and professional developmentare crucial in a field that is constantlyevolving and we can learn here fromUnion Learning Representatives aboutencouraging e-learning in the workplace.We will provide initial training,professional development and support ineach sector, to make sure that all staff have the basic grounding, and are able,


throughout their working life, to upgradetheir skills and knowledge in the use of ICT and e-learning. Peer collaboration,sharing ideas and practice will besupported through online networks.And there is sufficient commonality in thepedagogical challenges at different levelsof subject teaching that we will encourageespecially cross-sector networks based onsubject areas.

100. Teaching staff in all sectors work tothe standards set by the inspectorates,who therefore play a critical role in drivingreform. Ofsted for schools, the AdultLearning Inspectorate (ALI) for thelearning and skills sector, and the QualityAssurance Agency (QAA) for highereducation, have each begun to developtheir approach to evaluating the quality ofICT practice. We want to achieve acommon understanding of what counts ashigh quality provision and support forstudents as they move through thesystem, and will encourage the training ofinspectors in all sectors to focus onimproving practice.

101. To assist in raising the profile of thiskind of professional capability, we need anational professional developmentframework that includes credit forinnovation and effective practice in the useof ICT in education and work-basedlearning. We will encourage thedevelopment of proposals already underway in QCA, the Teacher Training Agency(TTA) and Lifelong Learning UK (LLUK).

102. We must also ensure that teachers,lecturers and practitioners are motivatedby their managers to make professionaluse of ICT. Recognition and rewards foreffective e-learning work, appropriatecareer development opportunities andbetter accreditation of good practice willprovide the right environment forteachers, lecturers and support staff to feelconfident about developing their skills inthis direction.

SituationTeacherNet has been developed by the DfES as a resource to support the educationprofession.“What you need, when you need it”

Key ActionsComprehensive online support, informationand community resources and links to keytopics for teaching and learning.

Links to several thousand free lesson plansand other resources including CurriculumOnline and the Schemes of Work on theDfES Standards site.

Includes resources on professionaldevelopment, management, whole-schoolissues and research.

ImpactStatistics 2000-04:More than 7 million visits;6 million downloads;Average time on site: 20 mins;Forum Award 2003;New Media Age Award 2004;Now integrating Standards site, TeacherNet,GovernorNet

Extending Support for Staff

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How we can transform the work of front-line staff103. Our priority is to build a professional workforce which can both collaborate andinnovate. The children’s workforce, teachers, lecturers and support staff together with theirunions and professional associations are well placed to help us discover the most effectiveways of improving support for children and learners through ICT. We must give them themeans and the motivation to do this.Together with our partners, we will:

PRIORITY 4Provide a good quality ICT training and support package for practitioners

ActionProvide initial training, professional development, and appropriate access to supportthe high quality use of ICT by the education and children’s workforce.


ActionSupport subject-based collaboration across sectors.

Milestones• Cross-sector pedagogy-oriented networks for all main curriculum areas by 2006.

ActionEncourage transfer of good practice in evaluating the use of ICT to improve learningand teaching across the education inspectorates.

Milestones• A common evaluation framework, with associated training for all education

inspectorates by 2006.

ActionEncourage and recognise good practice in the use of ICT through accreditation.

Milestones• QCA to work with TTA and LLUK to develop a national professional development

framework for 2007.



8. Supporting leaders andorganisations

The current position104. Our consultation revealed significantdifferences in the leadership of ICT acrossall sectors. Leaders were uncertain aboutICT’s benefits, so its use was often notlinked to institutional strategies, such asschool improvement plans. Only a minorityof institutions have successfully embeddedICT in all their activities. For example,according to the Becta Review 2005, manyschools are struggling to deal withsustainability and effectiveness.

105.The consultation also highlightedconcerns about involving those who areoften excluded from education: peoplewho are disadvantaged through lack ofmotivation, through disability, or throughbeing unable to attend a place of learning.E-learning can help all these people toengage in education, but the personal costwould deter many, and the very learnerswe want to reach could be disadvantagedas its use expands.We tackle this in the nextsection on the infrastructure, but we mustalso encourage local solutions, supportingleaders and local agencies in finding newways of bridging the digital divide.

What is needed106. For front-line staff, clear strategicleadership in ICT is essential. Even the mosttechnologically literate staff can only performat their best when senior managementunderstand the strategic role of ICT for theirorganisation.

107. Leaders and managers in educationand children’s services will needappropriate training and professionaldevelopment in a new kind of strategicchange management if they are to drivethe adoption and integration of ICT, onethat recognises that technological changeis now a permanent feature of theirplanning environment. Without beingexperts in ICT they will need to plan overtime the effective use and integration ofICT across the full range of theirorganisation’s activities – teaching,learning, assessment, learner support,administration, staff development, onlinetransactions, research, partnerships, peercollaboration, professional support, andcustomer relations. No organisation will beable to operate effectively without at leasta basic integrated ICT environment.

108. Partnerships with other educationalor professional institutions, engagementwith parents, local collaborative networks,and liaison with local employers can allhelp leaders and managers to learn fromother organisations and from those whorely on their services.

109. Leaders in many organisations havealready been tackling the digital divideissue. One approach is for a school orcollege to offer open access to its ICTfacilities during evenings, weekends andholidays, for learners and the community.There are community development

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approaches that have been successful,sometimes through City Learning Centres,where ICT is used to promote socialinclusion and tackle community issues. Inone area, for example, ICT penetrationamong the C2DE social groups rose by13% as a result. In some schools, with thehelp of the e-Learning Foundation(www.e-learningfoundation.com) andlocal sponsorship, heads have been able toshare with parents the cost of providinglaptop access for all pupils. A fundamentalprinciple here is equity of access, so thatall children receive the benefits and notjust those whose parents can or willcontribute. For adult learners, we can alsoextend community access through UKonline centres (www.ufi.com/ukol) and thePeople’s Network (www.peoplesnetwork.gov.uk). Leaders and managers, even in themost disadvantaged areas, can help toensure their own organisations makeprovision for people who have no homeaccess, or for those in rural communities along way from a UK online centre.

What we will do110. We will encourage the inclusion of e-skills and the strategic implementation ofICT in the development programmesprovided at sector level by the NationalCollege for School Leadership (NCSL), theCentre for Excellence in Leadership (CEL)in post-16 and the Leadership Foundation(LF) in HE. Leaders and managers shouldhave access to management toolkits, andother appropriate resources to lead on ICTuse and organisational change.

111. We want our partner organisations tocollaborate on a self-assessmentframework to help leaders assess their

stage of ICT capability. This will enableleaders to plan their future investmentand staff development, and findappropriate partnering institutions. Anonline self-assessment framework couldlink the institutional analysis to resourcesand partners for support in the changeprocess. Peer collaboration throughspecialised online networks can helpinstitutions to exchange good practice andmake the journey to ICT maturity easier.We see these cross-institutionalpartnerships as a way of enabling all schools, colleges and universities to progress.

SituationBroad Green High School in Liverpool serves a highly disadvantaged community.Approximately 51% of pupils were receivingfree school meals, and most had no homeaccess to ICT.

Key ActionsWith the help of the national e-LearningFoundation, the school raised sponsorshipfunding and suggested to parents that theyhelp buy laptops that students could takehome on a rota.

Some of the parents are making regularcontributions of £2 per week and all pupilsbenefit. As a result more families areexperiencing ICT for the first time.

ImpactThe impact is extraordinary with reports ofparents spending more time at home,preferring to work on the computer withtheir children, and children preferring thecomputer to hanging around on the street.

School attendance has also improved,particularly on the day students collect theirlaptop at 8.30am.

An Approach to Bridging The Digital Divide


112. Leadership development programmesand collaborative partnerships will alsohelp leaders to cope with the digital divide,by sharing good practice and making bestuse of ICT facilities.

System actions to develop organisations and support leaders113. The priority here is to ensure that those who will lead the transformation of learning,teaching and development throughout the education and children’s sectors have theskills they need to do so.Together with our partners, we will:

PRIORITY 5Provide a leadership and development package for organisational capability in ICT

ActionEncourage partnerships and collaboration among institutions and organisationsthrough the use of ICT.

Milestones• A modular self-assessment framework for comparing the maturity of

organisations in terms of their ICT capability, for 2005

• More institutions with functional collaborative partnerships by 2006.

ActionBuild a development programme for leaders that brings together the good practicefrom across all sectors in leading organisational change incorporating the use of ICT.

Milestones• Develop a flexible curriculum on the effective use of ICT to be included in all

levels of educational management training, for 2006.

ActionDevelop leaders and managers in planning and managing the strategic embeddingof ICT across the activities of their organisation.



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9.The digital infrastructure

The current position114. What we can offer every citizen andlearner will depend ultimately on whether or not we have the right ICT infrastructure.The last five years’ investment has alreadyseen significant improvement in thenature and extent of ICT resourcesavailable. But we need to realise furtherrapid change, particularly as personal,mobile, and wireless technologies becomemore commonplace. A more direct andfocused approach to ICT procurement,implementation and support would bemore cost-effective; it could also ensureconsistent standards across all children’sand education sectors.

115. This is not our only challenge. Thedevolved approach to ICT provision hasmeant that installations are of variablequality: they cannot communicate witheach other, and often operate to differenttechnical standards. Technical servicesupport is insufficient to ensure reliability,and many computers are not used outsidenormal working hours, particularly thosein schools. Moreover, ICT development isless advanced in some sectors, includingadult and community learning, ruralcommunities, children’s services andprison education.

What is needed116. An effective infrastructure is anessential pre-requisite to realising all thatICT can offer. Technology today is reliablewhen it is carefully designed and wellmanaged as part of the whole institution’sstrategic plan. Within the schools sectorthe use of ICT and its impact on new formsof teaching and learning is beingembedded as an integral part of thedesign in the Building Schools for theFuture (BSF) programme. Extendedschools and outreach projects in FE andHE provide opportunities for an educationinstitution to act as a catalyst in building adigital community, providing access to ICTfacilities and support for skillsdevelopment. The children’s, educationand skills workforces should be able to useICT as a natural part of their work, ratherthan having to spend their time managingthe technology. The ICT infrastructure weall need should eventually become justanother utility, akin to energy or water.

117.We envisage a system where learnersare well supported in all aspects of theireducation, through a combination ofteachers and tutors, effective technologyand well-equipped classrooms andlibraries. Universities have had good ICTinfrastructure for some time now, but forschools its introduction, managedstrategically, can create a very differentatmosphere of learner-oriented innovation.


118. Leaders are free to decide whichequipment they want for their institution,as well as where to buy it, and whichmanaged services to employ. Because theyare accountable for those decisions, theyneed to be sure they are getting the bestvalue for their investment. We need tomake this easier for leaders andorganisations, especially those that arerelatively small and do not want tomanage their own technical support andprocurement. They need a collaborativelocal framework within which they can besure that their ICT infrastructure providesa best value solution, manages the digitaldivide issue, and can link to otherorganisations and government networks,offering a safe and secure environment forall their users.

119. Professional communities must beable to plan for the integrated ICT systemsenvisaged in earlier sections, so that theycan communicate with colleagues,exchange information, and share ideaswithin their own sector and in othereducation and social service sectors. Thisworks better when networks and systemsare ‘interoperable’, i.e. they are designedaround a common framework and useopen standards for information, data andresources.

What we will do120. We need a common digitalinfrastructure. Front-line staff andmanagers in all sectors are usingtechnology to support children and

families, and learners throughout life.The best way to achieve a joined-upsystem in support of individuals is withinan integrated network – a national systemthat unifies local, regional and nationalstructures, providing the right technicalinfrastructure.

SituationKemnal Technology College is an 11-18comprehensive school for boys.

The school faced substantial challenges and needed to improve its teaching andlearning, as well as address a shortage ofteachers and problems of excessive teacherworkload.

Key ActionsThe school put interactive whiteboards inevery classroom; created a singleinformation database; enabled students toregister online with hourly attendancechecks; and provided round-the-clockaccess to teachers’ and students’ work.

Parents can access online reports. And theschool is piloting an e-learning design toolto promote teaching innovation andimprove students’ communication skills.

ImpactResults have improved: 60% of pupils getfive good GCSE grades in 2004, up from 36%in 2003. Student attendance is up from 90% to 93%.

Teachers use online tools to produce lesson plans. With the specially-tailoredonline communication activities, studentsfeel able to participate more in discussion.

Moving to Whole-School Adoption of ICT

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121. We are developing a best valuescheme for ICT infrastructure and services,for schools in the first instance, workingwith the ICT industry to address digitaldivide issues, wherever possible. We willbe asking all institutions to adopt thescheme or to demonstrate they aredelivering equivalent or better value formoney through other approaches.

122. In previous sections we have set outthe system actions for improvingcoordination and collaboration acrosseducation and children’s services. Theserequire common technical standards.We will work with the British StandardsInstitution, the ICT industry and our

partners, to agree common open technicalstandards, and to ensure that all productsand services are commissioned anddeveloped to agreed specifications.

123. Alongside mandated open standardsthis means working with the ICT industry,and across education and children’sservices, to agree a common systemsframework for e-learning and e-delivery,with interoperable components. This willgive everybody the chance to takeadvantage of new technologies as they aredeveloped, avoiding the constraints ofproprietary systems.

ActionMaintain and develop an integrated network for the learning, teaching, assessment,research, and administrative functions of the education sectors.

Milestones• Appropriate connectivity for ACL sites to access the national education network,

by 2007

• The upgraded backbone network (SuperJanet 5) in place and operational by end 2006

• The Regional Broadband network to be available to all education institutions by 2006

• A working group to review the totality of connectivity requirements acrosseducation and report on coordinating provision by end of 2006.

Creating a universal utility124. We have three priorities here. The first is to provide coherent national broadbandservices and broadband access for every institution, targeting provision fordisadvantaged groups. The second is to develop best value approaches to ICTinfrastructure and services. The third is to develop a common systems framework, makingit possible to plan the development and adoption of data, technical and interoperabilitystandards for products and services.Together with our partners we will:

PRIORITY 6Build a common digital infrastructure to support transformation and reform


ActionDeliver a best value scheme for ICT infrastructure and services for education andchildren services.

Milestones• Better value scheme available to all institutions by 2007

• Measures of efficiency gains reported by 2007

• Implications built into BSF programme from 2005

• Work with other responsible departments to develop effective cross-government communication and coordination arrangements on broadband access and digitaldivide, by 2006.

ActionDevelop a common systems framework for the learning, teaching, assessment,research, and administrative functions of the education sectors.

Milestones• First draft of the framework, and further milestones agreed for 2006

• QCA to implement its new regulatory approach by end 2006.

ActionContribute to the development of common open standards and specifications forinteroperability, accessibility, quality of service and safety.

Milestones• A published road map of e-learning and e-assessment standards needed for the

strategy for 2005

• Feasibility studies for standards acceleration and conformance complete for 2006

• Resulting efficiencies in greater sharing and re-use measured as part of theEfficiency Review, for 2006.


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10.What this means for Schools

Every child to achieve their fullpotential125. We want every child to achieve their full potential by ensuring that everyschool in England makes full use of ICT forlearning and teaching, to improvestandards across the board.

126. Government investment since 1998has ensured that schools are now muchbetter equipped with ICT, and that theyuse the technology more effectively.Independent research has shown thatchildren using ICT effectively in lessonsget better results, and Ofsted hasconfirmed that “Pupils respond verypositively to the use of ICT, they engagewell with lessons, their behaviour is goodand their attitudes to learning are verygood” (See 2004 Report: ICT in schools).

127. Partnerships have already producedsignificant successes. Virtually everyschool is connected to the Internet, mostat broadband speeds. Most also haveelectronic interactive whiteboards toenliven lessons. Many schools providelaptops for pupils. In some areas, everyhome in the community is connected. Thismeans that parents can play a greater rolein school life and their children’s learning.

128.Teachers are increasingly using ICT insubject lessons, thanks in part to our workover the last two years with the subjectassociations. National strategies havehelped to guide and support teachers.There are plenty of examples of goodpractice available. Support is available fromnational advisers. And there are increasedopportunities for professionaldevelopment, with funding to enableteachers to learn from colleagues moreexperienced in using ICT in the classroom.These activities are all helping to raiseteachers’ confidence and improve theircompetence.

129. The Department is also working withBecta, NESTA Futurelab, the subjectassociations and industry to improve therange and quality of digital content forevery subject. Games technology couldhelp motivate many pupils, includingthose with special needs or who areturned off traditional lessons. CurriculumOnline already provides teachers with easyaccess to multimedia resources from sixhundred companies, as well as culturaland heritage sites. The BBC DigitalCurriculum, from early 2006, will providesubstantial extra content. Broadband hasalso made it easier to access resourcessuch as the Pathé News archive, supportedby Regional Broadband Consortia (RBC).


130. Many schools have access to CityLearning Centres, which use technology toimprove lessons. The government’sBuilding Schools for the Future (BSF)programme is investing over £2 billion peryear over the next three years in buildingand refurbishing England’s schools. It isencouraging designs that embrace ICT topromote and enable new forms ofteaching and learning. ICT is alsosupporting the reform of the schoolworkforce, through the more effective useof management information and datasystems, and a reduction in paperwork.

131. We must now take the next step,which is to ensure that every school andevery child gains the full benefits of ICT.Our aim is to achieve excellence for all overthe coming years.

Supporting organisationaldevelopment132. Local circumstances and prioritiesvary, not least because each school may beat a different stage of development. Ourapproach has been to create a frameworkin which informed local choices anddecisions are made, enabling localadaptation and innovation.

133. For this approach to continue to workeffectively, head teachers and other schoolleaders need to have the confidence andability to lead their schools in maximisingtheir use of ICT and embracing newdevelopments. We need to assist schoolsin better mapping of their progress,deciding on future developments andcomparing their level of developmentwith similar schools. For this purpose,Becta is leading the development of a self-assessment framework, or ‘route-map’,with other national agencies andstakeholders. Schools will then have theoption of applying for nationallyrecognised ICT accreditation.

134. Head teachers and aspiring heads canbenefit from a range of professionaldevelopment courses to assist them inimproving their ICT leadership capabilityand capacity.

135. Schools should be able to accessgood ICT support. The DfES and Bectahave initiated a ‘best value from schools’ICT systems’ programme, which willimprove procurement. The programmewill enable schools to benefit fromsignificant savings that will optimise thebenefits from economies of scale whenthey buy new hardware, software ortechnical support, without reducing theirrights of ownership or choice. We will alsopromote integrated systems that combinecurriculum and administrative

SituationOver half of Haringey’s primary schoolpupils have English as their secondlanguage.

London Gifted and Talented wanted aliteracy project to stretch students’knowledge and understanding of words andlanguage.

Key ActionsLondon Gifted and Talented worked with the British Library to develop activities to inspire pupils to think abouthow words work.

Students had access to online interactivegames linked to National Literacy Strategy.The exercises developed an understandingof etymology and how meanings change.

Impact83% of the students enrolled in theprogramme regularly access the interactivegames. Teachers monitor progress,encourage children to play the games andadapt them for the classroom.

Teachers evaluating the programme havepraised their “use of higher order questions toencourage children to think about abstractconcepts”.

Challenging games to stretchprimary school pupils

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information. Partners from the public,private and voluntary sectors will beinvolved in delivering these programmes.

Continuity and personalisation of learning136. ICT enables learning to be tailored tothe needs of the pupil. They can learnwhere and when they want to, at a paceand in a style that best suits their needs.Learning shouldn’t be confined to theclassroom or school hours. Safety andsecurity will be crucial as we developthese opportunities, as well as appropriateguidance for adults providing support.

137. Pupils and students will be able toaccess online support when they need it.

Many young people attend several schoolsfor different lessons – or spend part oftheir week in college. Such learners shouldhave a single point of access to all theircourse materials – a personal onlinelearning space. They should be able tocontact digital libraries, talk online tofellow students or gain online tutorialsupport when they are not in school.

138. We will make it easier for parents andcarers to engage with and support theirchildren’s learning by opening up school-based internet systems, bridging the gapbetween school and home, makingavailable secure access to pupilinformation, learning activities and email-based communication.

ActionProvide an online practitioner advice service for e-learning, accessible to the schoolworkforce.

Milestones• Advice and guidance to those developing and accessing services available

for 2005

• All LEAs offering online services within the overarching channel frameworkprovided by Directgov, by 2007-08.

ActionProvide information portals for citizens, parents, carers, employers, and learners

Milestones• Parents and pupils able to access online applications for places, support

(e.g. EMA/Grants), and able to monitor/support children’s learning, by 2007.

Schools sector priority actions139. Many of the actions we propose above are included at system-level in earlier chapters.The table below shows additional sector-based actions:

PRIORITY 1Provide an integrated online information service for all citizens.


PRIORITY 2Ensure integrated online personal support for learners.

ActionProvide a personalised online learning space for every learner that can encompass a

personal portfolio.

Milestones• A personalised learning space, with the potential to support e-portfolios available

to every school by 2007-08.

ActionDevelop better approaches to, and use of, e-assessment to improve assessment forlearning, enabling learners to self-manage their e-learning, and supporting learners’progression.

Milestones• Working with partners and using the experience of other sectors, pilots and

innovations in e-assessment to be underway by 2006

• 100% on-screen assessment for KS3 ICT test by 2007-08.

PRIORITY 3A collaborative approach to personalised learning activities

ActionEnsure teachers can access rich, subject-related, interactive content,enabling also non-school models of learning for disaffected learners.

Milestones• Review, improve and promote the Curriculum Online environment

(www.curriculumonline.gov.uk) for 2006.

ActionTarget specific development funding for innovation, especially where ithas most impact on inclusion and participation.

Milestones• Seed funding generating market interest and filling gaps, (e.g. KS2

Spanish), adapting games technologies, online diagnostics, etc. by2007

• Collaboration with other sectors for joint funding and quality standards, for 2007.

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PRIORITY 5Provide leadership and development package for organisational capability in ICT

ActionDevelop a school-focussed national self-assessment framework for models of e-enabled schools, so that leaders can identify where they are on an ICT journey,what their next step should be and the support available to assist them.

Milestones• Develop the national framework, and an ‘ICT Mark’ for the fully e-enabled school,

for 2006

• 100% of schools can access the framework and related guidance online, and canchoose to seek accreditation from 2006.

ActionEmbed ICT within the school improvement approach.

Milestones• 100% of schools can access self review tools, resources and support from 2006.

ActionProvide leadership and management development to develop strategic ICTcapability, and to ensure that ICT is embedded appropriately within the school’sstrategy.

Milestones• Every leader able to access support to ensure their strategic leadership of ICT

and this to be offered to every new head as part of their induction programme,by 2006

• Every head offered the opportunity to develop their strategic ICT capacity by 2007-08.


ActionTrain every new teacher in the practice and use of e-learning within their subjectand school environment.

Milestones• TTA to extend its e-learning programme to all trainees by 2006.

ActionProvide ongoing continuous professional development through guidance andexemplar practice and subject-based e-communities.

Milestones• Every teacher receiving continuous professional development that includes ICT,

and for 2006/7 and 2007/8 schools encouraged to focus at least one training dayon the use of ICT across the school



ActionProvide broadband connectivity and access to the national education network forevery school.

Milestones• 100% of schools connected to broadband by 2006.

ActionEnsure every learner has appropriate access to technology in school and beyond thenormal school day.

Milestones• Set the challenge to industry, in conjunction with LEAs and RBCs, to develop a

business model for broadband, equipment provision and support to achieve thisby 2010.

ActionDeliver ICT provision in BSF secondary schools as part of an LEA-wide strategy for ICTthat utilises Becta standards and integrates with connectivity provision.

Milestones• BSF ICT service introduced by 2006

• All local authorities will benefit by inclusion in the BSF programme or by supportto renew at least one of their neediest secondary schools, subject to futurespending review decisions, by 2011.

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11.What this means for 14-19 andthe post-16 sector

Greater flexibility and easierprogression in further education140. This section is about how we makethe most of technology for 14-19 year oldsin schools and colleges; for those infurther education; and for learners in adultand community institutions, work-basedlearning providers, specialist institutionsand the prison education services. Theseinstitutions have different levels of ICTprovision. All colleges have broadbandand are connected to the JANET network;most have student and staff intranets, anda few offer online courses.

141. Most teachers and lecturers now feelconfident in using ICT effectively inteaching and learning. In someinstitutions, e-learning is becoming animportant part of course delivery andlearning support.

142. Within adult learning, we have anetwork of 7000 learndirect and UK onlinecentres. These are embedded in thelearning and skills sector, located withinpublic libraries, FE colleges, work-basedlearning providers, private trainingproviders and the voluntary andcommunity sector.In adult learning generally, there aresignificant developments underway but there is still a long way to go. The same is true for specialist colleges andwork-based learning.

Seamless provision and progression143. Our main focus will be to support theSkills Strategy and the 14-19 Strategy,including vocational routes. We want toimprove access, flexibility, coherence andcontinuity for learners from age fourteenthroughout life, whether they learn atschool, college, work or at home. Thismeans making sure that classes, coursesand advice services are flexible to meetthe needs of learners and employees,especially those in small businesses wherein-house training is difficult to manage.We will provide expert online services andresources to support practitioners andleaders through initial training andprofessional development. We will alsooffer extensive access to online digitalresources, services and networks.

144. We will establish new programmesand strengthen support services so thatleaders can assess their own institution’slevel of technological development, andmake full use of ICT in planning,management and partnerships. E-learningwill also be critical to Strategic AreaReviews (StARs), development plans,self-assessment and the Ofsted and ALIinspection processes.


14-19 learners145. Learners in the 14-19 age group willincreasingly be able to direct and manageaspects of their own learning. This will givethem access to a broader curriculum, withgreater choice and more vocationaloptions. They could, for example, create aprogramme that mixes school andcollege-based modules with experience inthe workplace. They could access learningresources and feedback, and monitor theirprogress from every location.

Lifelong learning and adults146. We are aiming to provide for learnersover the age of sixteen, and in the longerterm from the age of fourteen, a personallifelong learning record, detailing thecourses they have taken and qualificationsthey have achieved. This ‘personalisedlearning record’ will make it easier forthem to take short courses andaccumulate credits for what they learn;it will allow people to move betweencourses more easily; and it will make iteasier for those who wish to improve theirskills after a period away from learning, orwhile at home, such as long-term careproviders. The learning record will enablelearning to be picked up at any time of life,in any location, including prisons.

147. Adult learners will have more choiceof courses and learning programmes,including Skills for Life and ‘first rung’access courses for those fromdisadvantaged groups. They could choosea college or a community setting, such as apublic library, or study at home onlinewith tutor support. Many institutions willmix formal classes with online teaching.Some people will use ICT to manage theirown learning at their own pace, using e-assessment to monitor their own progress.

SituationFive years ago the Sheffield Collegedeveloped their first English GCSE onlinecourse. The course was designed to improveretention rates for students.

Key ActionsThe course includes online material, weeklyemails explaining tasks, and online webboards for tutor-learner interaction.

With email, learners and tutors can converseindividually, more than in a typicalclassroom discussion.

Tutors have more one-to-one time withstudents so they can address their individual needs.

Impact200 students enrolled on the one-yearcourse including soldiers, an oil rig worker,and students with ME.

Retention and pass rates were higher thanaverage.

As a result of its success, an English A-levelpilot with 50 students was put in place.

GCSE Online at Sheffield College

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Work-based learning148. Employers and employees can benefitfrom e-learning in the workplace. We willwork with the Sector Skills Councils andtrade unions to maximise these benefits,and embed e-learning to supportvocational routes, through skillsacademies, Centres of VocationalEducation (CoVEs) and specialist

PRIORITY 1Provide an integrated online information service for all citizens

ActionEnsure that information and services for young people and their parents, and forlifelong learning, are well represented within Directgov.

Milestones• Transition of existing material from Way to Learn portal to Directgov 2005.

ActionDevelop a workforce web portal for information, advice and guidance on e-learning.

Milestones• Scoping study to build on existing practitioner services in the sector, complete

in 2005.

institutions. The principle of flexibility willapply, allowing employees to mix learningin the workplace with learning at home orin local colleges, public libraries, andcommunity centres. E-learning can benefitemployers too by helping them toimprove business efficiency andeffectiveness.

Post-16 sector priority actions149. Many of the above actions are included at system-level in earlier chapters, forexample in relation to personalised support through development of e-portfolios.The table below shows additional sector-based actions:


PRIORITY 2Ensure integrated online personal support for learners

ActionDevelop better opportunities for extending access from socially-excluded groups.

Milestones• Measurable increase in take up of e-skills passports and follow through by Ufi,

by 2007

• Sustainable model for UK online centres for 2005

• National Institute for Adult Continuing Education (NIACE) to develop e-learningmentors (e-guides) in training ACL tutors who work in community settings,or 2005.

ActionPromote portability of assessment to support personalised progression.

Milestones• Road map for e-assessment developed by 2006.

ActionProvide a personalised online learning space for every learner that can encompass apersonal portfolio.

Milestones• A personalised learning space, with the potential to support e-portfolios available

within every college by 2007-08.

PRIORITY 3A collaborative approach to personalised learning activities

ActionEnsure that the post-16 sector implements a content strategy consistent with thesystem-level aims.

Milestones• E-learning embedded in Success for All materials by 2005

• Funding and business models for post-16 providers to purchase high qualitycommercial content by 2006

• Content strategy aligned with teaching and learning developments throughPedagogy Advisory Group by 2005

• National Learning Network (NLN) / Success for All skills and disseminationstrategies to include Information and Learning Technologies (ILT) subject mentorsand champions and ACL e-guides through RSCs, and explore extension to ACL by 2006.

ActionEmbed e-learning in workplace and work-based learning.

Milestones• The use of e-assessment and e-learning built into sector academies and National

Employer Training Programme by 2007.

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ActionEnhance practitioner e-learning pedagogical skills.

Milestones• Core, optional and elective units of training and development, based on LLUK’s e-

learning and e-leadership sector standards, available by 2007-08 and embedded inInitial Teacher Training (ITT) and professional development programmes

• ICT personal competency, based on the e-Skills standards, required as part of the‘common core’ of all ITT in the sector by 2007-08

• Provider level three-year development plans agreed with local LSCs by 2006

• NIACE to train practitioners to LLUK standards, to mentor their peers in e-learning,with initial training programme complete by 2006.

ActionEnsure ICT access for every practitioner and provide an online service for e-learning.

Milestones• NLN Online will be available from 2006

• Success for All materials available through NLN Online.

ActionExploit the potential of e-learning for workplace and work-based learning.

Milestones• E-Skills e-learning champion working with Skills for Business Network from 2005

• Support for Union Learning Representatives from 2005

• learndirect to develop offer for small businesses, by 2006• Embed e-learning to support vocational routes through skills academies, COVEs

and specialist institutions by 2007.


PRIORITY 5Provide leadership and development package for organisational capability in ICT

ActionPromote effective use of ICT through existing monitoring mechanisms.

Milestones• E-learning explicit in ALI and Ofsted inspection for all institutions by 2006

• E-learning in Regional Development Plans for 2006

• Benchmarking tools available 2006.

ActionEnsure leaders are equipped to lead the adoption and effective use of ICT.

Milestones• E-learning embedded in CEL programmes by 2006

• Develop the concept of the Provider for the Future by 2006

• NIACE and CEL to develop short training modules for managers, for 2006.

ActionSupport leadership collaboration on the strategic role of e-learning.

Milestones• NLN Online developed as gateway to CEL, for 2006• E-learning embedded in StAR process, by 2005.


ActionAll post-16 sectors with relevant access to broadband.

Milestones• Best value frameworks available by 2007

• ACL providers and specialist institutions have plans to work towards appropriatetechnologies by 2007.

ActionEnsure work-based learning and ACL is not disadvantaged by comparison withinstitution-based learning.

Milestones• Strategy for appropriate support for publicly-funded programmes of private

providers in place by 2006.

ActionStrengthen regional support for embedded e-learning for ACL and workplace learning

Milestones• Deliver a more coherent and effective regional and local support service to ACL,

work-based learning and school sixth forms from 2006.

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12.What this means for highereducation

Better access to research and moreonline course delivery150. Higher education starts from aposition of strength. It has a goodinfrastructure and a high level of generalICT skills, partly due to the development ofthe JANET network. The Higher EducationFunding Council for England (HEFCE) hasworked with universities and collegessince early 2004 to develop the HEFCEstrategy for e-learning (www.hefce.ac.uk)and research strategies. Our approachbuilds on and complements thesestrategies.

Teaching and Learning151. HEFCE and the LSC are building‘Lifelong Learning Networks’ – partnershipsbetween institutions in both sectors tosupport learners flexibly through theiracademic and vocational studies. Teachingstaff will be supported through the HigherEducation Academy (HEA,www.heacademy.ac.uk) which is designedto support the development of coursesand policies which improve the student’sexperience of UK higher education.

152. ICT supports these initiatives byproviding the cross-institutional networksneeded to make it easier for students toprogress. Our national proposals willprovide broader access to e-learningresources and build appropriate businessmodels for sharing them. This shouldenable universities, colleges and schools

to work more closely together to meet theneeds of individual students. Thisapproach would also allow the sectors toachieve economies of scale by sharingstudent services, based on models alreadydeveloped by the Open University.

153. Some universities already try toprovide such flexible learningopportunities for their British andinternational students. Such innovationscould help to widen participation inhigher education at home, and overseas,while stimulating demand from learnerswho want something other than thetraditional campus-only experience.This is a challenge to senior management,but is supported by system-level actionsto create flexible design tools for learningactivities and subject-based collaboration,and by leadership support in the HE sector– all within a framework of accountabilitymonitored through Quality AssuranceAgency’s (QAA’s) institutional audits and reviews.

154. There are also real opportunities tomake the resources of universities morewidely available to teachers and studentsin colleges and schools. They can use ICTnetworks to provide innovative and moreflexible opportunities – mixing campus,home, workplace, online and place-based,part-time and full-time learning, over theyears after school.


Research155. Research is essential to make the mostof ICT in teaching. Although teaching staffare encouraged to experiment andinnovate, research institutions andresearch councils need urgently to developresearch in pedagogy and e-learning.

SituationThe Virtual Science Park at the University ofLeeds provides on line support for researchnetworks, professional and graduatelearning and out-reach activity.

Key ActionsCreated an environment with virtualbuildings, reception areas, personal offices,common rooms, and project rooms.

Offered partnerships between academia,public sector organisations and businesses.Provided access to research, efficientdocument management, a powerful searchengine, regular alerts and expert links.

ImpactA first-class learning environment wasachieved where learners can access onlineresources when they need them – andresearchers in academia and industry canwork together more easily.

HE – Industry Partnerships156. ICT has a key role to play in improvedinformation-sharing systems forresearchers. JISC will develop a VirtualResearch Environment demonstrator foruniversities and colleges. The Economicand Social Research Council is launching anew internet-based information centre forresearchers which will make it far easier toaccess social science research in future.Our International Strategy is promotingstrategic partnerships betweenuniversities and other equivalentinstitutions to create international hubsfor teaching and research.

Employer Engagement157. The science park has often been seenas the cutting edge of universities’ workwith industry. In future, we shall see morevirtual science parks, where collaborationis not tied to location.

158. Partnerships between universitiesand industry will help develop coursesthat better equip graduates with the skills appropriate for a wide range of ITcareers, including training future businessmanagers with the skills to leadtechnologically enabled change, bylinking IT and business strategies. The e-skills degree, being developed by e-Skills UK (www.e-skills.com) as part oftheir Sector Skills Agreement is a goodexample of this kind of partnership.

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Higher education sector priority actions159. Many of the above actions are included at system-level in earlier chapters, forexample in relation to personalised support through development of e-portfolios.The table below shows additional sector-based actions.


ActionEnsure that information and services for HE students and their parents are embeddedin Directgov and that wider opportunities to streamline administration are considered.

Milestones• Transition of existing material for citizens from Aimhigher portal to Directgov in

order that they complement each other by 2005

• Possibility of exploiting Aimhigher as a web support for professionals 2005.

PRIORITY 2Ensure integrated online personal support for learners

ActionEncourage strategic development of a collaborative approach to learner progression.

Milestones• Feasibility study on new models of cross-institution partnerships in support of

flexible learning pathways for 2006.


ActionUnderstand and meet market needs in e-skills for employment.

Milestones• Concordat between HE partners and Sector Skills Councils (SSCs) in place by 2005

to take forward the actions identified by e-Skills UK’s Sector Skills Agreement.


ActionEnsure that research in e-learning and the pedagogy of subject teaching is given full recognition.

Milestones• Research in e-learning and the pedagogy of subject teaching to be fully

recognised within subject panels by 2007-08.

ActionIncorporate the use of online learning into new staff courses and other staffdevelopment programmes to encourage the wider use of ICT to promoteindividual learning.


Milestones• Incorporate the use of e-learning into the accreditation framework of the HEA for new

staff courses by 2006, leading to the embedding of e-Learning into all new staff courses.


ActionSupport leaders in the deployment of ICT and e-enabled learning processes.

Milestones• Leadership Foundation (LF) project-based learning programmes will require

leaders to utilise their institution’s ICT, in place by 2006.

ActionPromote effective management of the use and deployment of ICT in HE.

Milestones• LF and DfES to run a series of regional and national seminars to reach all leaders

for 2005

• JISC to monitor baseline data and improve the methodology for understanding theuse of ICT to enhance learning and teaching, reduce costs and widen access by 2006.

ActionEstablish a national e-learning advisory and support centre for HE.

Milestones• LF and DfES to run a series of regional and national seminars for all leaders for 2005

• Jointly supported JISC/HEA advisory and support centre established within HEAto complement the Centres of Excellence in Teaching and Learning by 2006 .

ActionProvide common collaborative development support for institutions offeringremote e-learning opportunities.

Milestones• Available eventually to all institutions, beginning with a joint HEA/JISC e-Learning

Advisory Service set up within the national e-learning advice centre for 2006.


ActionContinued dialogue with the sector to ensure JANET network remains leading edgeand meets the evolving needs of the sector.

Milestones• SuperJANET5 upgrade fully reflects the sector’s requirements for research and

teaching, for 2006.

ActionTrial a state-of-the-art network for next generation internet to support HE researchand teaching.

Milestones• Proof of concept completed by end 2006.

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13.What this means for Children’sServices

More effective and efficientcommunication and delivery to families160. Our goal is to use ICT to help us insupporting children and young people inline with Every Child Matters: Change forChildren. The DfES five year strategy re-iterated our commitment to help allchildren and young people to be healthy,stay safe, enjoy life and achieve theirpotential, make a positive contribution totheir community and achieve economicwell-being. Each local authority area istaking forward a change programme todeliver better outcomes, supported by anational framework.

161. This takes place in a world where new technologies are changing the waythat people interact and do business.Reforms of children’s services need toreflect those changes, by using ICT betterto meet the needs of children, youngpeople and families. Technology shouldhelp to reach those groups who aretraditionally difficult to reach, in new waysand it should enable greater efficiency andeffectiveness in delivery.

162. In line with our priorities we will useICT to support change in children’sservices at all levels. We want:

Children, young people and families tobe able to access clear information andadvice on the internet. This couldprovide support for parents and families;and clearer and more effective

information and advice for youngpeoplePractitioners working with children andyoung people able to provide a betterservice. Developments underwayinclude directories of services forchildren in each local area, electronic

SituationA ‘virtual college’ has been set up to engagewith pupils placed in the Pupil Referral Unit(PRU) or who otherwise are unable orunwilling to partake in mainstream learning.

All young people who ‘attend’ have beenout of school for over 6 months.

Key ActionsWithin the scheme each student has alaptop with internet access. Tutors havelaptops, digital cameras and mobile phones.Students were provided with 50 hours ofone-to-one tuition per year, with managedgroup work and online resources.

Online work experience was made availableto pupils, with Connexions drawing up exitstrategies and providing follow-up checksafter leaving.

Impact“For some students going through a schoolgate again was the last thing they ever want to do”

90% of 2002 cohort went into work, collegeor work-based learning.

“The Virtual College has saved the life of my child”

Out Of School Learners


case records for children in need,national index systems for informationsharing and an electronic commonassessment frameworkThe children’s workforce able to accessonline training materials and toparticipate in web-based discussionswith their peers. Examples include the‘Birth to Three Matters’ materials andtraining for child care practitionersavailable on the Sure Start website(www.surestart.gov.uk)

Local Authorities to have access to anextranet, helping communication and co-ordination between central and localgovernment and their partners.

163. In the long term, we want parentsand families to be increasingly able toundertake transactions online. They couldchoose, apply for, and enrol in childcare,nursery and extended schools. Thechildren’s workforce will be trained in theeffective use of e-systems, and ICT willtransform support for vulnerable groups.


ActionProvide information through the ‘need2know’ website aimed at children and youngpeople (www.need2know.co.uk), and the Parent’s Centre website(www.ukparents.co.uk), building on the factual information available withinDirectgov.

Milestones• Interactive content to be developed over the course of 2005.

ActionProvide information on the reform of children’s services through the Every ChildMatters website (www.surestart.gov.uk).

Milestones• Interactive content to be developed over the course of 2005.

Children’s sector priority actions164. Many of the above actions are included at system-level in earlier chapters.The table below shows additional sector-based actions:

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PRIORITY 2Ensure integrated online personal support for children and families

ActionRoll out implementation of electronic case records for children in need.

Milestones• 150 Local Authorities with electronic children's social care records by 2007, with

implementation monitored by Child Services Central Index.

ActionEstablish national standards of database or index systems to support collaborationbetween practitioners working with the same child or young person.

Milestones• Ministers to determine timetable for implementation in 2005.

ActionImplement an electronic version of the Common Assessment Framework.

Milestones• Implementation to establish how the existing forms, information and

assessments can be securely stored and transmitted between services where that has been agreed, to be led by Directors of Children's Services in all local areas, for March 2008.


This priority does not apply to children’s services.


ActionEngage the workforce in policy through online communities, and provide examplesof innovative ways of working within children’s services.

Milestones• Build on good practice examples already available on the Every Child Matters

website, and stream television content via the internet by 2005.

ActionIntroduce up-to-date electronic directories of children’s services in each local area.

Milestones• Every top-tier local authority area to have introduced such a directory by 2007-08.

ActionEncourage childcare providers and practitioners to use online training supportmaterials and pedagogical materials.

Milestones• Children's Workforce Development Council to consider making material available

online for the children's workforce by 2006.


ActionDevelop the Children's Workforce Qualifications database to allow inspectors,employers, practitioners and those wishing to join the Children's Workforce toidentify which qualifications are suitable for the job roles.

Milestones• Complete database of qualifications in whole of Children's sector for 2007-08.


ActionEnsure developments across children's services support the Office of the DeputyPrime Minister (ODPM) Public Sector Agreement (PSA) targets.

Milestones• Improve the effectiveness and efficiency of local government in leading and

delivering services to all communities, by 2007-08

• Local government to achieve 100% capability in electronic delivery of priorityservices by 2005, tailored to customer needs.

ActionStreamline data demands on children's services by ensuring that all DfES datacollections relating to children's social services and education are co-ordinatedcentrally

Milestones• Unified data gateway to be in place by Autumn 2005.


ActionProvide the basis for efficient data transfer between England, Scotland, Wales andNorthern Ireland on children with additional needs.

Milestones• Common data standards for children's services across the UK being developed

from 2005.

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14. Implementation and evaluation

The accountability framework165. To harness technology in support ofthe DfES five year Strategy we need to putin place governance, accountabilityframeworks, structures and processes that:

Support coherent delivery of the system and sector priorities Reflect the principles for system reform in our 5 year strategyCan be developed to reflect the developing capacity of partner bodiesAre compatible with wider thinking about e-Government.

166. The development andimplementation of the e-strategy entailresponsibilities at four different levels:strategic direction, policy development,coordinating the delivery strategy anddelivery itself. We are clear that the firsttwo responsibilities should lie with theDfES itself, advised by Becta and JISC, theDepartment’s lead strategic partners.Responsibility for co-ordinating thedelivery strategy will lie with Becta andJISC. Responsibility for delivery itself willlie with a wider range of partners,including Becta and JISC for specificelements.

167. All the actions proposed in thestrategy can be met within existingbudgets up to the milestones listed.The Department is working closely with

our partners to secure their commitmentand put in place the necessaryarrangements to secure theircontribution. This process is well underway and will be completed shortly.

Working with partners168. The DfES will discharge itsresponsibilities for strategic direction and policy development through its cross-directorate e-Strategy ProgrammeBoard (eSPB), working closely with theDepartmental main board. It will challengeboth the Department, to ensure that ICT isstrategically embedded, and our partners,to ensure that the implementation of the e-strategy remains on track. It will beaction-oriented, with its agenda definedby the e-strategy to:

Renew and develop strategy and policyEnsure the delivery strategy supportsthe Department’s strategic programmeEnsure delivery of the system-levelactions and associated efficiency gainsMonitor progress through combined reports from partnersInfluence wider DfES strategy and policythrough members’ detailed knowledgeof the sectors.

169. This remit will dovetail with thesector-related Departmental structures forpolicy and strategy implementation toensure that there is no duplication of


effort. In the post-16 sector theDepartment will chair and collaboratewith the LSC in leading the post-16 e-Learning Policy and Project Board. Forhigher education, the Department willlook mainly to HEFCE, in co-operation withJISC and the HEA, to implement their e-learning strategy, working with otherproviders in the sector as appropriate.Departmental directorate managementstructures remain responsible formonitoring progress on the sector-basedactions and milestones through existingaccountability mechanisms.

170. Becta and JISC will be members of theeSPB. They are already working closelytogether to ensure efficient and effectivecollaboration across all sectors. Both are UK-wide bodies, helping to ensure that ourstrategy co-ordinates well withdevelopments in Northern Ireland,Scotland and Wales. In implementing theDepartment’s e-strategy, they will workwith all the main partners, especially thoselisted in the Annex, who have collaboratedextensively in developing the strategy, toensure it is properly co-ordinated. In thiscapacity. Becta and JISC will developappropriate structures and processeswhere necessary, building as far aspossible on existing arrangements to co-ordinate the work of partners acrosssectors, around four key areas:

‘Learner support’, covering the work inSections 4 and 5, to enable our systemto be more responsive to children’s andlearners’ needs‘Learning activities and content’, for thework in Section 6, to exploit fully thecapacity of ICT to transform the qualityof the learning experience‘Workforce Development’, to cover theprogramme of work in Sections 7 and 8on coordinating the work of keyagencies in supporting front-line staff,leaders and managers in making thebest use of ICT, and

‘Digital Infrastructure’ to cover Section 9actions by taking a system-levelapproach to the work on an integratedbroadband network, a best valuescheme, a common systems framework,and open standards.

171. Along with the regular updating ofthe strategy on an annual basis, we willneed to review these managementarrangements.

Regional structures172. Managing the strategic use of ICTacross all our sectors is complex. There aremany Department-based and otherregional and local structures, agencies andfunding bodies, as well as privateproviders in the education and ICTindustries. Many of these bodies aredeveloping their own e-learning and ICTstrategies. This creates a vibrant andrapidly evolving field, which is ofenormous value in improving ourcollective understanding of how best touse ICT for public service reform. However,complexity can be wasteful. With multiplefunding streams and lack of join-up we arenot getting the best value either from ourinvestment or from the developingexpertise in our professional workforce. Itwill be an early priority for the eSPB, inconsultation with regional and localpartners, to consider how best to structurethe regional and local partner tiers,particularly with a view to the effectiveprocurement and coherent developmentof infrastructure.

Working with industry173. We are already reviewing the currentrelationships with ICT industry partners tobring about a step change in ourrelationship with industry. We want theindustry – both infrastructure and digitalcontent organisations – to be more thanjust suppliers. We want them to have avoice in our future plans at all levels.We are planning a high-level contact

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group to enable the Department toexplain its requirements, and to enable theindustry to influence future thinking onthe role of technology. Industry memberswill be represented on this contact groupas well as engaged in the work on learnersupport, learning activities and content,workforce development andinfrastructure. We will also develop newarrangements for communicating with theindustry as a whole, building on the workof the ICT Industry Club.

Evaluating the strategy against itsobjectives 174. We will use a combination ofcustomer surveys and outcome data totest the extent to which we have achievedour main objectives. Surveys can monitorthe changing perceptions of ourstakeholders. Outcome statistics can tell uswhat resources are available and whattheir impact has been on attainment,attendance or retention. This should entailno additional bureaucratic demands oneducational institutions as, whereverpossible, they will be measured throughexisting surveys, inspections, and datacollection mechanisms. For each objective,we set some challenging tests.

Have we transformed teaching andlearning?

Learners in education and the workplacehave found that ICT has helped them intheir motivation to learn, their access tolearning, their retention, and theirattainmentThe majority of the learning workforcerecognise a step change in their ownand their institution’s capacity to use e-learning effectivelyThere is a good supply of high quality,innovative e-learning resources thatmeet user needs.

Have we reached the hard to reachlearners?

The take-up of ICT accreditation, in ITQ(the new National VocationalQualification for IT), e-Skills Passport andhigher levels, is accelerating throughrecruitment of low-skilled groupsLearners with special needs have accessto the diagnostic and remedial e-learning resources that are critical tolearning achievementGroups of disaffected learners havebeen motivated to re-engage witheducation and believe e-learning tohave played a part in their re-engagementMore flexible learning opportunitieshave increased participation in learningpart-time, from home, at work, in thecommunity, in prisons, or overseas.

Have we built an open and accessiblesystem?

Independent and work-based learningproviders are able to deliver provision inways, and at a scale, that were notpreviously feasibleParents, children, learners and employersrecognise that they have greater accessto the services and information theyrequire, and that they can give voice totheir needs and influence provision.

Have we achieved efficiency and effectiveness?

System-wide efficiency gains have beenachieved as part of the Efficiency Reviewby automating, streamlining andaggregating processes and activitiesFrontline institutions, leaders and theworkforce report that they are equippedwith the data and knowledge they needto help them manage and lead moreeffectively


Learners, teachers and leaders reportthat they have a reasonable level ofsatisfaction with an ICT infrastructurethat is reliable, efficient, accessible,affordable and sustainableSavings in the productive time of theeducation workforce have been made.

175. With our key partners, we aredeveloping appropriate benchmarks forthese. Accountability for achievingefficiencies and greater effectiveness isintegrated into the e-strategy programmestructure through monitoring progress onactions against milestones. The evaluationof the strategy as a whole will assess itssuccess in meeting the four objectives,and its ability to respond todevelopments. These may be in policy,such as the 14-19 White Paper, or intechnology, such as next generationmobile phones. We are also contributingto developments in internationalbenchmarks for e-learning and e-business.

Achieving the vision176. This strategy is about harnessingtechnology to help us achieve our highestambitions for education and children’sservices. Parents and learners should beable to make their choices supported bywell co-ordinated information, advice andguidance. Personalisation of publicservices is a tough goal, but with ICT wecan set the standards high. That is onlyfeasible if we have the right approach tousing it. Our strategy focuses on what ICTcan do to help children and adult learners,citizens and employers, and families andcommunities. But it does nothing by itself.So we focus also on what our workforces,public agencies, and industry partnersneed to support them in using ICT tomaximum effectiveness.

177. The future we describe is already here– it is in the schools, colleges, universities,workplaces and public sector agenciesthat are leading the way. Our strategy isabout embracing this future so that all canbenefit. We can only harness the newtechnologies to our ambitions if we areclear about what we want, and how to useICT to achieve it. A society in which everychild, every learner, every citizen, has theopportunity to develop their potential, isfeasible if we know how to exploit thesetechnologies. In five years we can build thecommon ground that brings all oureducation and children’s services to thecritical baseline of being able to use thetechnology well. In ten years, building onthe newfound capabilities of ourworkforces, our newly skilled graduates,and our new appetite for innovation, wecould be anywhere – if we have theambition and the imagination to go there.

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STRATEGIC ICT

BectaThe British Educational Communications and Technology Agency is the Government'slead partner in the strategic development and delivery of the e-strategy in the schoolsand the learning and skills sectors. It has four main roles. It will provide coordination andsupport for the implementation and running of the e-strategy. It will provide strategicadvice to help shape the e-strategy and renew it. It will support the strategy and itspartners by providing insight into the developing use of ICT based on evidence and anunderstanding of innovative technologies and practices, and it will be the delivery partnerfor those actions for which it is best placed. www.becta.org.uk

JISCThe Joint Information Systems Committee funds innovative development programmes,by members of the community using action research. In order to support institutions inICT to its best advantage, JISC funds: Advisory services on products; Production services, toachieve economies of scale through the provision of national services; and Developmentservices to test the validity of innovations. www.jisc.ac.uk

eGUThe role of the e-Government Unit is to support the business transformation of Government,including its development of e-learning. www.e-government.cabinetoffice.gov.uk

15. Annex: Partners forimplementing the strategy

The Department’s key partners for implementing this strategy are listed here. All havea critical role to play if we are to succeed in delivering what the strategy promises.However, many other organisations have contributed to the consultation and furtherdevelopment of the strategy and, as part of their responsibilities within children’s andeducation services, will also be crucial to its success. They are far too numerous to listhere, so we have provided links to all those who have contributed on the DfES website:www.dfes.gov.uk/publications/e-strategy.


LEADERSHIP

NCSLThe National College for School Leadership provides career-long learning anddevelopment opportunities, professional and practical support for England’s existing andaspiring school leaders. Their goal is to ensure that school leaders have the skills,recognition, capacity and ambition to transform the school education system into thebest in the world. The College places high emphasis on utilising e-learning in allleadership development it sponsors and commissions. It supports heads and other schoolleaders in strategically leading ICT for school improvement, raising achievement andorganisational change. www.ncsl.org.uk

CELThe Centre for Excellence in Leadership has been established to provide leaders andmanagers within the learning and skills sector with innovative programmes and servicesto support them in leading their institutions. www.centreforexcellence.org.uk

LFThe Leadership Foundation aims to draw on the best existing programmes andcommission new material in order to offer world-class development in leadershipgovernance and management to current and future leaders within higher educationinstitutions. www.leadership-he.com

LEARNING WORKFORCE

TTAThe purpose of the Teacher Training Agency is to raise standards by attracting able andcommitted people to teaching and by improving the quality of training for teachers andthe wider school workforce. The Agency has recently been given the responsibility forteachers' continuing professional development and the development of standards for thewhole school workforce. www.tta.gov.uk

SSTThe Specialist Schools Trust is the lead body for the Government's specialist schoolsprogramme. It seeks to give more young people access to a good secondary education bybuilding networks, sharing best practice and supporting schools.www.specialistschools.org.uk

67

NESTA FuturelabBy bringing together the creative, technical and educational communities, NESTA Futurelabis pioneering ways of using new technologies to transform the learning experience by:supporting emerging innovative e-learning and selected projects; encouraging newpedagogies; brokering partnerships and showcasing developments helping shape the e-learning market and taking assessment forwards. www.nestafuturelab.org

LSDAThe Learning and Skills Development Agency’s mission is to improve the quality of post-16 education and training in England, Wales and Northern Ireland. It does thisthrough research to inform policy and practice, through helping to shape andcommunicate education policy and through improvement and support programmes for organisations that deliver post-16 education and training. www.lsda.org.uk

LLUKLifelong Learning UK is the Sector Skills Council for the post-16 training and educationsector workforce. It has been established by the sector's employers to lead theprofessional development of all those who work in the field of lifelong learning.LLUK will have a key role in reviewing and developing occupational and professionalstandards, and identifying the training and development needed to deliver the skills for the future. www.lifelonglearning.co.uk

NIACEThe National Institute of Adult Continuing Education works to encourage more and differentadults to engage in learning of all kinds. NIACE's aim is to improve opportunities for adultlearners across all sectors, with a particular focus on those adults who have not hadsuccessful access to education and training in their initial education. www.niace.org.uk

e-Skills UKe-skills UK is a not-for profit, employer-led organisation, licensed by government as theSector Skills Council for IT, Telecoms and Contact Centres. It is also responsible for crosssector IT User Skills and a programme aimed at improving the 'e-skills' of the UK at largeon behalf of the Skills for Business Network. e-skills UK is committed to taking practicalsteps to help employers develop the skills they need to improve business performance.They do this by providing employer-defined skills frameworks, a range of innovativeservices and programmes for skills development, and information on sources of trainingand funding. e-skills UK enables employers to make a real influence on the UK's skillsstrategy and infrastructure. www.e-skills.com


UfiUfi is the organisation responsible for learndirect-advice – the national learning adviceservice and learndirect/UK online – the national supported e-learning and e-servicesnetwork. Ufi aims to improve national productivity by providing widespread access to worldclass learning and e-services. Its role in supporting the strategy is to be a technologicallyinnovative and entrepreneurial force in the improvement of skills for work. www.ufi.com

HEAThe Higher Education Academy helps foster the development of a higher educationsector accessible to all potential students and which is recognised internationally for thehigh quality of teaching, learning and research and has the capacity to address thechanging needs and challenges in our society. www.heacademy.ac.uk

INSPECTION AND QA

OfstedThe Office for Standards in Education is a non-ministerial government department.Its role includes responsibility for the inspection of all schools in England. FromSeptember 2005 regular school inspections will be much shorter than previously.A detailed evaluation of ICT, including e-learning, will take place alongside this in a sample of schools. www.ofsted.gov.uk

ALIThe Adult Learning Inspectorate is a government funded body responsible for raising thestandards of education and training for young people and adults in England, by inspectingand reporting on the quality of learning provision they receive. www.ali.gov.uk

QAAThrough its audits and reviews of the management of quality and standards in highereducation, the Quality Assurance Agency will monitor institutional strategies for the useof ICT to support flexible learning opportunities for UK and international provision, usingits Code of Practice on collaborative provision and flexible and distributed learning(including e-learning) as a particular point of reference. www.qaa.ac.uk

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FUNDING BODIES

LSCThe Learning and Skills Council exists to make England better skilled and morecompetitive. The LSC will provide strategic policy and implementation of the e-strategythrough the joint leadership of the post-16 e-Learning Policy and Project Board (EPB). TheLSC will have a commissioning function to determine appropriate procurement strategiesfor projects and services to deliver the post-16 elements of the strategy. They will also takeresponsibility for project monitoring and contract management. www.lsc.gov.uk

HEFCEWorking in partnership the Higher Education Funding Council for England promotes andfunds high-quality, cost-effective teaching and research, meeting the diverse needs ofstudents, the economy and society. www.hefce.ac.uk

QUALIFICATIONS, CURRICULUM AND ASSESSMENT

QCAThe Qualifications and Curriculum Authority is responsible for modernising thecurriculum and examinations to meet the needs of learners in the 21st century. QCA willmodernise the national curriculum and its assessment, and will implement its newregulatory approach to lead awarding bodies and educational providers in usingtechnology to improve the quality, relevance and reliability of learning, curriculum andassessment services provided to learners. www.qca.org.uk

TECHNOLOGY INFRASTRUCTURE

UKERNAThe United Kingdom Education and Research Networking Association operates thenetworking programme of the education, learning and research communities in the UK(JANET). It researches, develops and provides advanced electronic communicationfacilities for use within these communities, and with external third parties. Successfulimplementation of the Government's agenda for raising educational standards involvesthe general deployment of broadband Internet access with low barriers to entrythroughout the UK. www.ukerna.ac.uk

BSIThe British Standards Institute was the first national standards-making body in the world.Independent of government, BSI is a non-profit distributing organisation. It is globallyrecognised as an independent and impartial body serving both the private and publicsectors, working with manufacturing and service industries, businesses and governmentsto facilitate the production of British, European and International Standards.www.bsonline.techindex.co.uk


OTHER KEY PARTNER ORGANISATIONS

Awarding bodiesAdvisory, Admissions and Information services and organisationsBroadcasting and media organisationsChildren’s Workforce Development CouncilDigital content industry groupsEducational publishing industry groupsEmployer organisations ICT infrastructure industry groupsLocal Authorities/Directors of Children’s Services/Local Education AuthoritiesLibrary and Information Science groups Other Government Departments and their agencies with e-programmesPartners contracted to the Department for the delivery of National StrategiesTrade Unions and Professional AssociationsRegional bodies, linked to the DepartmentResearch CouncilsSubject AssociationsUniversity research groups with a focus on e-learning and related disciplinesVoluntary and Community Organisations

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