How the government’s new strategy will help drive the next phase of education and research development.

The aim of the UK government’s National Data Strategy (NDS), published in September 2020 by the Department for Culture, Media and Sport (DCMS), is ‘to drive the collective vision that will support the UK to build a world-leading data economy’.For us at Jisc, an essential part of that collective vision is ensuring robust data standards for education and research, as well as a renewed focus on interoperability and trust.This requires a strong and resilient digital infrastructure, allowing for world-class connectivity and the capability to transfer the increasing volumes of data necessary within these sectors. Our Janet Network already enables high levels of connectivity and data transfer, while providing professional cyber security, and the COVID-19 pandemic has only re-emphasised digital infrastructure’s role as a foundation for the digital future.Getting the right conditions in place to enable better and more confident use of data could deliver unprecedented benefits both to learners and the economy, and make the UK a global leader in its use of technology.Detox your dataBeing able to gather and analyse data is one thing, but making sure that data is ‘clean’ and meaningful is quite another.[#pullquote#]Being able to gather and analyse data is one thing, but making sure that data is ‘clean’ and meaningful is quite another.[#endpullquote#]The computational adage of ‘garbage in, garbage out’ is at its most relevant here – for data to provide meaningful insight, strong foundations must be in place. The NDS refers to data foundations as ‘data that is fit for purpose, recorded in standardised formats on modern, future-proof systems and held in a condition that means it is findable, accessible, interoperable and reusable.’ Government can help to enable education and research providers in developing data foundations, particularly by supporting the importance of embracing common data standards.Currently, data standards in university settings are largely defined by those within sector bodies such as HESA, the Office for Students (OfS) and the Higher Education Funding Council for Wales (HEFCW). But there are several other data sources which do not use these common standards or structures, and do not have the same level of quality assurance, resulting in a significant amount of time and effort spent on cleansing data.As detailed in our consultation response – readable in full here – we would welcome government helping us at Jisc to make improving data foundations easier for providers and data users such as enabling them to collect data once and use it in multiple ways (data minimisation), and to link between internal systems and external data sources that already use common data standards.This enhanced level of data analytics would improve forecasting, business and benchmark modelling for education providers, assisting in strategic and operational planning, and decision-making.Universities and colleges would also be able to move from descriptive to prescriptive and predictive analytics, covering all aspects of core activity including business operations, course planning, research and student success.From streamlining resources through to course delivery and wellbeing, efficient use of clean, reliable data is a bedrock for improving the educational experience for staff and students alike.Enhancing global education and researchThe COVID-19 pandemic has also increased the spotlight on the importance of digital and data interoperability.[#pullquote#]The COVID-19 pandemic has also increased the spotlight on the importance of digital and data interoperability.[#endpullquote#]Being able to track learner achievements across regions, domestic and international borders would help support ongoing global student mobility, in line with the UK’s international education strategy. This is especially pertinent as it is likely that transnational education (TNE) will increase in the medium term, with students possibly deciding to stay in their home countries for further and higher education.One way to support this tracking is to better the use of Unique Learner Numbers (ULNs). We would support the issuing of a ULN to all UK learners by government, similar to the current mandate for a UK Provider Reference Number (UKPRN), and encourage the increased use of ULNs beyond the secondary and further education sectors.Similar to a national insurance number, ULNs are portable and secure, and would deliver long-term benefits to learners, education providers and government, playing a vital role in lifelong learning and increased use of microcredentials.[#pullquote#]Similar to a national insurance number, ULNs are portable and secure, and would deliver long-term benefits to learners, education providers and government[#endpullquote#]ULNs could allow learners to log their learning achievements in one place throughout their lives, resulting in a coherent portfolio even if they use multiple learning providers.In data we trustData must be treated with the utmost care, and institutions need to be confident that students are fully informed as to why and how their data is being collected. Findings from our Digital Experience Insights Survey 2020 showed that only 36% of HE students and 37% of FE students surveyed believed their organisation told them how their data was used.It is therefore essential that the National Data Strategy considers plans to increase understanding and trust in how data is being processed and analysed, and ensure that in the case of education, both learners and staff are being provided with the skills to use data confidently.[#pullquote#]It is therefore essential that the National Data Strategy considers plans to increase understanding and trust in how data is being processed and analysed[#endpullquote#]We have also worked with the Information Commissioner’s Office (ICO) on a code of practice for learning analytics, which provides guidance to universities and colleges exploring the use of data analytics to support teaching and learning. The code of practice highlights universities’ and colleges’ responsibilities to carry out learning analytics in an ethical and legal way, including making sure students are aware of what data is required, and the purpose of learning analytics; namely, to improve the student experience.In addition, this year we have also worked with the ICO on a code of practice for wellbeing and mental health analytics, possible applications of which cover a very wide range, from screen-break reminders to alerts when a student appears to be at risk of suicide.Data as the key to innovationData goes beyond learning analytics and can enable advanced technologies such as artificial intelligence (AI) and machine learning (ML).Facilitating these technologies through better use of data will in turn open up opportunities for real social and economic impact, helping to drive and sustain the next phase of education and research through the fourth industrial revolution.[#pullquote#]Facilitating these technologies through better use of data will in turn open up opportunities for real social and economic impact[#endpullquote#]Now is a golden opportunity for public sector organisations to come together, supported by government, for a common goal and unlock the innovation we know we’re capable of. And it all starts with data.For further discussion about the use of data in education and research, book your place at the Data Matters conference, running online from 26-27 January 2021. Early bird booking is available until December 31 2020.