DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 20041 Briefing on the...

DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 2004

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Briefing on the consultation Briefing on the consultation intointo the the feasibility of the feasibility of the Unique Learner NumberUnique Learner Number

Launch Date: 1Launch Date: 1stst December 2003 December 2003 Closing Date: 5Closing Date: 5thth March 2004 March 2004 Primary audience: Primary audience:

Post 16 Stakeholders, partners and providersPost 16 Stakeholders, partners and providers in particular, Data Managers, Planning Managers and in particular, Data Managers, Planning Managers and

Funding and Finance ManagersFunding and Finance Managers

This presentation is best viewed as a PowerPoint This presentation is best viewed as a PowerPoint slide show, however, it can be viewed onscreen or slide show, however, it can be viewed onscreen or in hardcopy format.in hardcopy format.


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Developing the case for Developing the case for the Unique Learner the Unique Learner

NumberNumber


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What is the unique learner What is the unique learner number?number?

The unique learner number is currently a The unique learner number is currently a conceptconcept

In practice it would replace the plethora of In practice it would replace the plethora of other ‘unique’ numbers and identifiersother ‘unique’ numbers and identifiers

Providing one single learner number that Providing one single learner number that would be used across the learning sectorswould be used across the learning sectors


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What’s the case for the unique What’s the case for the unique learner number?learner number?

There are currently a wide range of ‘unique’ identifiers There are currently a wide range of ‘unique’ identifiers across the sector which have been developed to meet across the sector which have been developed to meet specific needs and requirementsspecific needs and requirements

These identifiers do not effectively support data sharing These identifiers do not effectively support data sharing between partners or across the sectorsbetween partners or across the sectors

This creates bureaucratic and complex systems and has This creates bureaucratic and complex systems and has an adverse impact on learners, providers and an adverse impact on learners, providers and stakeholdersstakeholders


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When will the Unique Learner Number When will the Unique Learner Number be introduced?be introduced?

No decisions have been madeNo decisions have been made

However, with a view to improving public services, some However, with a view to improving public services, some stakeholders are keen to move ahead quicklystakeholders are keen to move ahead quickly


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What’s been done so far?What’s been done so far?

DfES, with the support of all the key Post-16 DfES, with the support of all the key Post-16 stakeholders has undertaken a feasibility studystakeholders has undertaken a feasibility study

This study found that there was a “positive” case for the This study found that there was a “positive” case for the unique learner number - but many issues to understand unique learner number - but many issues to understand and resolveand resolve

Key issues relate to the nature and type of unique learner Key issues relate to the nature and type of unique learner number service, and the related costs and benefits number service, and the related costs and benefits

This Consultation Exercise is part of the process of This Consultation Exercise is part of the process of understanding these key issuesunderstanding these key issues


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What is the unique learner number service?What is the unique learner number service?

The study suggested that there might be four levels to the The study suggested that there might be four levels to the unique learner number serviceunique learner number service – starting with a basic/ – starting with a basic/ foundation service, and potentially building up to a fully foundation service, and potentially building up to a fully integrated learner focussed service integrated learner focussed service

This refers to the potential wider application and operation This refers to the potential wider application and operation of the unique learner number of the unique learner number

The feasibility studyThe feasibility study suggested that the impacts and suggested that the impacts and potential benefits of the unique learner number will arise potential benefits of the unique learner number will arise less from the single identifier than from the improved less from the single identifier than from the improved services the number might supportservices the number might support


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What are the four levels to the unique What are the four levels to the unique learner number service?learner number service?

Level 1 – a personal identifier recognised across the Level 1 – a personal identifier recognised across the sector and attached to all personal learning-related record sector and attached to all personal learning-related record data data

Level 2 - a common keyLevel 2 - a common key for linking and exchanging for linking and exchanging records and data between providers and service agenciesrecords and data between providers and service agencies

Level 3 – an enabler for a national learning database Level 3 – an enabler for a national learning database providing access to past experience, achievements and providing access to past experience, achievements and entitlementsentitlements

Level 4 – an integrated learner system for managing all Level 4 – an integrated learner system for managing all learner records including applications, registrations and learner records including applications, registrations and tracking of progress/ achievementstracking of progress/ achievements


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What are the perceived benefits of the unique What are the perceived benefits of the unique learner number?learner number?

However, the key drivers behind the unique learner number are:However, the key drivers behind the unique learner number are:

to reduce bureaucracy – allowing resources to be released to reduce bureaucracy – allowing resources to be released from administration to improve value for money and deliveryfrom administration to improve value for money and delivery

These will depend upon the nature and level of service in These will depend upon the nature and level of service in operation. In addition, the perception of benefits is likely to vary operation. In addition, the perception of benefits is likely to vary from one organisation to anotherfrom one organisation to another

to deliver more effective sharing of data and information – to deliver more effective sharing of data and information – supporting learner tracking and credit accumulationsupporting learner tracking and credit accumulation

to deliver more learner-focussed services and support – to deliver more learner-focussed services and support – leading to improved access, increased participation and leading to improved access, increased participation and success ratessuccess rates


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What more do we need to know about What more do we need to know about benefits?benefits?

How benefits and impacts might differ from one How benefits and impacts might differ from one organisation, institution or sector to anotherorganisation, institution or sector to another

More about the nature, range and type of More about the nature, range and type of benefits that will arise, and any related costs or benefits that will arise, and any related costs or savings, at the different service levels - we don’t savings, at the different service levels - we don’t want to deliver benefits at a disproportionate want to deliver benefits at a disproportionate cost!cost!


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What are the perceived costs?What are the perceived costs?

There will be costs around the setting up, issuing There will be costs around the setting up, issuing and ongoing maintenance of the unique learner and ongoing maintenance of the unique learner numbernumber

There will also be costs associated with changes There will also be costs associated with changes to current data collection and management to current data collection and management systems and processessystems and processes


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What more do we need to know about What more do we need to know about costs?costs?

We also want to understand how and why costs We also want to understand how and why costs and savings vary from one organisation, and savings vary from one organisation, institution or sector to anotherinstitution or sector to another

We want to understand the nature, range and We want to understand the nature, range and type of costs that will arise, alongside any type of costs that will arise, alongside any benefits and savingsbenefits and savings


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How will the costs of introducing and How will the costs of introducing and maintaining the unique learner number be met?maintaining the unique learner number be met?

These decisions can only made once we have a better These decisions can only made once we have a better understanding of the costs and benefits across the understanding of the costs and benefits across the sectors sectors

In principle, it seems reasonable that costs should be In principle, it seems reasonable that costs should be shared amongst stakeholders, partners, and providersshared amongst stakeholders, partners, and providers

Any changes to the national infrastructure might be met Any changes to the national infrastructure might be met by key national stakeholders and partnersby key national stakeholders and partners

Whereas changes to a provider’s internal systems might Whereas changes to a provider’s internal systems might be met through the routine processes of update and be met through the routine processes of update and developmentdevelopment


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How would the unique learner number be How would the unique learner number be implemented?implemented?

If a decision was made to proceed, a project If a decision was made to proceed, a project implementation plan would be developed with full implementation plan would be developed with full consultation across the sectorsconsultation across the sectors

The plan would be subject to the Government’s “Gateway The plan would be subject to the Government’s “Gateway Processes” to ensure that the project is:Processes” to ensure that the project is:

A key element of this would be ensuring that A key element of this would be ensuring that providers are able to build and develop their systems providers are able to build and develop their systems and processes in line with the agreed implementation and processes in line with the agreed implementation planplan

soundly based, and subject to regular reviews soundly based, and subject to regular reviews and checks at critical phases, before moving on and checks at critical phases, before moving on to subsequent phasesto subsequent phases


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Will the unique learner number be a totally Will the unique learner number be a totally new number?new number?

This is still subject to considerationThis is still subject to consideration

However, there are some advantages in basing it However, there are some advantages in basing it on an existing number e.g. issuing/ reissuing on an existing number e.g. issuing/ reissuing infrastructure is already in placeinfrastructure is already in place

Important considerations in these cases include: Important considerations in these cases include: data protection issues, population coverage and data protection issues, population coverage and the trigger/ mechanisms for issuing the number the trigger/ mechanisms for issuing the number e.g. to overseas studentse.g. to overseas students


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How and when will the unique number How and when will the unique number number be issued?number be issued?

This is still subject to detailed considerationThis is still subject to detailed consideration

However, stakeholders have indicated a strong However, stakeholders have indicated a strong preference for a number that is issued to all young people preference for a number that is issued to all young people during Year 10 i.e. age 15during Year 10 i.e. age 15

For the remainder of the population it is likely that the For the remainder of the population it is likely that the number would be issued during their first engagement in number would be issued during their first engagement in learning after “going live”learning after “going live”


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What will the unique learner number What will the unique learner number actually look like?actually look like?

This is still subject to consideration, although there is a This is still subject to consideration, although there is a clear view that the number should be known and held by clear view that the number should be known and held by the learnerthe learner

It has been suggested that the unique learner number It has been suggested that the unique learner number might be held on some type of smart card, similar to the might be held on some type of smart card, similar to the Connexions Card – this is being consideredConnexions Card – this is being considered


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Will the unique learner number allow Will the unique learner number allow

access to retrospective information?access to retrospective information?

This has been raised as an issue by some stakeholders This has been raised as an issue by some stakeholders who want access to reliable historical data serieswho want access to reliable historical data series

Some providers, however, have expressed concern Some providers, however, have expressed concern about any burdens that might be imposed in creating or about any burdens that might be imposed in creating or transferring such datatransferring such data

Issues such as this will be considered in a Issues such as this will be considered in a ‘sister’ project to consider the feasibility of a ‘sister’ project to consider the feasibility of a data warehousedata warehouse


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How does the unique learner number fit with How does the unique learner number fit with the proposed ID cards?the proposed ID cards?

The unique learner number is being developed in The unique learner number is being developed in response to calls from stakeholders to introduce more response to calls from stakeholders to introduce more effective and less burdensome learner focussed effective and less burdensome learner focussed information systemsinformation systems

There is a clear sense of urgency to improve the way we There is a clear sense of urgency to improve the way we use data and information to provide a better service to use data and information to provide a better service to learners – the ID card is on a much longer timescalelearners – the ID card is on a much longer timescale

There is not a direct or immediate linkThere is not a direct or immediate link

Ultimately, the unique learner number may link to the ID Ultimately, the unique learner number may link to the ID card. On this basis close liaison is taking place across card. On this basis close liaison is taking place across governmentgovernment


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What are the next steps?What are the next steps?

Stakeholders, partners and providers are invited to Stakeholders, partners and providers are invited to respond to the issues outlined in this Consultation respond to the issues outlined in this Consultation Exercise by 05/03/2004 Exercise by 05/03/2004

Responses will be considered by the cross-sector Project Responses will be considered by the cross-sector Project Board, and key findings placed on the MI Across Board, and key findings placed on the MI Across Partners’ website by 30/04/2004, along with proposals for Partners’ website by 30/04/2004, along with proposals for next stepsnext steps


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ContactsContacts

Enquiries on the consultation process to:Enquiries on the consultation process to: DfES, Consultation UnitDfES, Consultation Unit 01928 794888 (Phone)01928 794888 (Phone) 01928 794311 (Fax)01928 794311 (Fax) [email protected]@dfes.gsi.gov.uk

Enquiries on the policy content to:Enquiries on the policy content to: Steve RobinsonSteve Robinson 0114 259 4472 (Phone)0114 259 4472 (Phone) 0114 259 3984 (Fax)0114 259 3984 (Fax) [email protected]@dfes.gsi.gov.uk

Please send responses to: [email protected]

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