Getting started: strategic investment planning for ICT Becta

Overview Reviewing where we are –Factors influencing decisions –Where do we want to be? Planning for sustainability –What is total cost of ownership (TCO)? –Why should we consider it? –Ensuring quality in equipment, support and use –Achieving value for money Going forward –Assessing current position –Making decisions and creating a plan

Reviewing where we are Factors influencing decisions Funding –Three year and annual budget plans e-strategy and d-strategy –New and existing technologies –Connectivity for COL, content, videoconferencing –24/7 opportunities –Home school links Workforce reform Delivering the curriculum Supporting teachers and learners –Equipment, training, technical support, curriculum

Where do we want to be?

Strategic Vision Teaching Learning Management Strategic Vision Skills Content, Resources and ApplicationsTechnical Infrastructure

Teaching Learning Management Strategic Vision Skills Content, Resources and Applications Technical Infrastructure

Where do we want to be? Know what we want ICT to do for us Clear vision driving the technology Have a stable network- –Access content, files, communication –Managed effectively and invisibly –Appropriate and timely training –Processed for monitoring and review –Teachers teach, learners learn Buy the right kit achieving value for money –Becta standards and specifications-LANs Matrix –Becta and other procurement frameworks Plan for replacement and upgrade

How do we get there? Understand where we are now

Mean annual ICT expenditure in primary schools in England Source: DfES, (2004). ICT in Schools Survey Chart 9A, p.39

ICT expenditure in primary schools in England Primary Average expenditure per school (£) 3,6007,0008,30010,30012,90011,20014,700 Average expenditure per pupils (£) Source: DfES, (2004). ICT in Schools Survey Table 9.3, p.39

Average number of computers (teaching and learning) per school over 3 years old Source: DfES, (2004). ICT in Schools Survey Chart 3J, p15

Average number of desktop and laptop computers per primary school Source: DfES, (2004). ICT in Schools Survey Charts 3B & 3C, p10

Source: DfES, (2004). ICT in Schools Survey 2004.

Technical support Technical support in England: Primary Schools Percentage of schools using each type of technical support: %% LEA Other external service supplier40 46 Other school or FE college811 School’s own ICT support staff School’s own teaching staff Other sources14128 Base (schools) Source: DfES, (2004). ICT in Schools Survey Table 6.6, p29

desktops and laptops whiteboards and projectors cameras cabling servers broadband connections network software The kit and wires staff salaries training service levels what users do for themselves Technical support services training and experience usage Users = Total costs

Total annual expenditure on ICT User-self supportFormal supportTraining ConsumablesNetworkSoftware Hardware How big should each slice be?

Total annual expenditure on ICT User-self supportFormal supportTraining ConsumablesNetworkSoftware Hardware

Total Cost of Ownership per personal computer (£ per year) A B CD E F Pilot Average User self-support Formal support User training Consumables Network Software Hardware

Total Cost of Ownership per pupil (£ per year) ABCDEFPilot Average User self-support Formal support User training Consumables Network Software Hardware Investment vs. Support

Total Cost of Ownership per pupil (£ per year) ABCDEFPilot Average User self-support Formal support User training Consumables Network Software Hardware Keeping old equipment running

Total Cost of Ownership per pupil (£ per year) ABCDEFPilot Average User self-support Formal support User training Consumables Network Software Hardware Consumable costs

Support costs per pupil (£ per year) ABCDEFPilot Average User effort External support In-house support Internal vs. External Support

Identifying total costs helps to….. Clarify the ICT position Assess budgetary needs Inform strategic investment plan Enable value for money decisions Achieve budget profile over time Support –vision for ICT in the school –whole school improvement programme –curriculum and management –training needs Identify usage issues

Value for money (1): Users Who uses ICT? How and when? Usage –Access to hardware, software and content –ICT problems experienced –Time lost due to ICT problems –ICT training Confidence & competence Knowledge of appropriateness Management issues How do you know what the users think?

Value for Money (2): Technical support What’s happening? –Time spent fixing or trying to fix problems –Which problems? –Roles and responsibilities –Response times Management is key –Knowledgeable and competent staff –Support through FITS materials Repeatable processes to record what happens, resolutions, Knowledge of efficiency and effectiveness –Control, measure and sustain technical support

Value for money (3): Buying processes Determine ICT needs-what do you want ICT to do for you? –Work with functional specifications Use an appropriate process –Quote, tender, framework agreement or EU tender –LEA financial guidelines Select and work with suppliers –manage risk to school –manage contracts –link to LEA or other support services –ensure satisfaction with kit and process

Going forward What can you do now? –Locate and track ICT costs and categorise if necessary detail can be obscured in large invoices –Estimate time spent on user self support snap survey over a week/month –Review age and stage of equipment –Estimate/projected budget needed to sustain –Understand all service levels, any overlap –Assess technical support against FITS processes –Review procurements processes

Summary: Towards sustainability Ensure that total costs are considered and embedded into financial and strategic planning Effective technical support Good practice procurement processes Becta support Becta’s view series Strategic financial planning for ICT

Total Cost of Ownership of ICT Nia Sutton - TCO Manager