2. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 20041 Briefing on the consultation into the feasibility of the Unique Learner Number Launch Date: 1 st December 2003 Launch Date: 1 st December 2003 Closing Date: 5 th March 2004 Closing Date: 5 th March 2004 Primary audience: Primary audience:  Post 16 Stakeholders, partners and providers  in particular, Data Managers, Planning Managers and Funding and Finance Managers This presentation is best viewed as a PowerPoint slide show, however, it can be viewed onscreen or in hardcopy format. This presentation is best viewed as a PowerPoint slide show, however, it can be viewed onscreen or in hardcopy format.

3. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 20042 Developing the case for the Unique Learner Number

4. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 20043 What is the unique learner number?  The unique learner number is currently a concept  In practice it would replace the plethora of other ‘unique’ numbers and identifiers  Providing one single learner number that would be used across the learning sectors

5. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 20044 What’s the case for the unique learner number? There are currently a wide range of ‘unique’ identifiers across the sector which have been developed to meet specific needs and requirements There are currently a wide range of ‘unique’ identifiers across the sector which have been developed to meet specific needs and requirements These identifiers do not effectively support data sharing between partners or across the sectors These identifiers do not effectively support data sharing between partners or across the sectors This creates bureaucratic and complex systems and has an adverse impact on learners, providers and stakeholders This creates bureaucratic and complex systems and has an adverse impact on learners, providers and stakeholders

6. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 20045 When will the Unique Learner Number be introduced? No decisions have been made No decisions have been made However, with a view to improving public services, some stakeholders are keen to move ahead quickly However, with a view to improving public services, some stakeholders are keen to move ahead quickly

7. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 20046 What’s been done so far? DfES, with the support of all the key Post-16 stakeholders has undertaken a feasibility study DfES, with the support of all the key Post-16 stakeholders has undertaken a feasibility study This study found that there was a “positive” case for the unique learner number - but many issues to understand and resolve This study found that there was a “positive” case for the unique learner number - but many issues to understand and resolve Key issues relate to the nature and type of unique learner number service, and the related costs and benefits Key issues relate to the nature and type of unique learner number service, and the related costs and benefits This Consultation Exercise is part of the process of understanding these key issues This Consultation Exercise is part of the process of understanding these key issues

8. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 20047 What is the unique learner number service? The study suggested that there might be four levels to the unique learner number service – starting with a basic/ foundation service, and potentially building up to a fully integrated learner focussed service The study suggested that there might be four levels to the unique learner number service – starting with a basic/ foundation service, and potentially building up to a fully integrated learner focussed service This refers to the potential wider application and operation of the unique learner number This refers to the potential wider application and operation of the unique learner number The feasibility study suggested that the impacts and potential benefits of the unique learner number will arise less from the single identifier than from the improved services the number might support The feasibility study suggested that the impacts and potential benefits of the unique learner number will arise less from the single identifier than from the improved services the number might support

9. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 20048 What are the four levels to the unique learner number service? Level 1 – a personal identifier recognised across the sector and attached to all personal learning-related record data Level 1 – a personal identifier recognised across the sector and attached to all personal learning-related record data Level 2 - a common keyfor linking and exchanging records and data between providers and service agencies Level 2 - a common key for linking and exchanging records and data between providers and service agencies Level 3 – an enabler for a national learning database providing access to past experience, achievements and entitlements Level 3 – an enabler for a national learning database providing access to past experience, achievements and entitlements Level 4 – an integrated learner system for managing all learner records including applications, registrations and tracking of progress/ achievements Level 4 – an integrated learner system for managing all learner records including applications, registrations and tracking of progress/ achievements

10. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 20049 What are the perceived benefits of the unique 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 from administration to improve value for money and delivery These will depend upon the nature and level of service in operation. In addition, the perception of benefits is likely to vary from one organisation to another These will depend upon the nature and level of service in operation. In addition, the perception of benefits is likely to vary from one organisation to another  to deliver more effective sharing of data and information – supporting learner tracking and credit accumulation  to deliver more learner-focussed services and support – leading to improved access, increased participation and success rates

11. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 200410 What more do we need to know about benefits? How benefits and impacts might differ from one organisation, institution or sector to another How benefits and impacts might differ from one organisation, institution or sector to another More about the nature, range and type of benefits that will arise, and any related costs or savings, at the different service levels - we don’t want to deliver benefits at a disproportionate cost! More about the nature, range and type of benefits that will arise, and any related costs or savings, at the different service levels - we don’t want to deliver benefits at a disproportionate cost!

12. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 200411 What are the perceived costs? There will be costs around the setting up, issuing and ongoing maintenance of the unique learner number There will be costs around the setting up, issuing and ongoing maintenance of the unique learner number There will also be costs associated with changes to current data collection and management systems and processes There will also be costs associated with changes to current data collection and management systems and processes

13. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 200412 What more do we need to know about costs? We also want to understand how and why costs and savings vary from one organisation, institution or sector to another We also want to understand how and why costs and savings vary from one organisation, institution or sector to another We want to understand the nature, range and type of costs that will arise, alongside any benefits and savings We want to understand the nature, range and type of costs that will arise, alongside any benefits and savings

14. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 200413 How will the costs of introducing and maintaining the unique learner number be met? These decisions can only made once we have a better understanding of the costs and benefits across the sectors These decisions can only made once we have a better understanding of the costs and benefits across the sectors In principle, it seems reasonable that costs should be shared amongst stakeholders, partners, and providers In principle, it seems reasonable that costs should be shared amongst stakeholders, partners, and providers Any changes to the national infrastructure might be met by key national stakeholders and partners Any changes to the national infrastructure might be met by key national stakeholders and partners Whereas changes to a provider’s internal systems might be met through the routine processes of update and development Whereas changes to a provider’s internal systems might be met through the routine processes of update and development

15. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 200414 How would the unique learner number be implemented? If a decision was made to proceed, a project implementation plan would be developed with full consultation across the sectors If a decision was made to proceed, a project implementation plan would be developed with full consultation across the sectors The plan would be subject to the Government’s “Gateway Processes” to ensure that the project is: The plan would be subject to the Government’s “Gateway Processes” to ensure that the project is: A key element of this would be ensuring that providers are able to build and develop their systems and processes in line with the agreed implementation plan A key element of this would be ensuring that providers are able to build and develop their systems and processes in line with the agreed implementation plan  soundly based, and subject to regular reviews and checks at critical phases, before moving on to subsequent phases

16. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 200415 Will the unique learner number be a totally new number? This is still subject to consideration This is still subject to consideration However, there are some advantages in basing it on an existing number e.g. issuing/ reissuing infrastructure is already in place However, there are some advantages in basing it on an existing number e.g. issuing/ reissuing infrastructure is already in place Important considerations in these cases include: data protection issues, population coverage and the trigger/ mechanisms for issuing the number e.g. to overseas students Important considerations in these cases include: data protection issues, population coverage and the trigger/ mechanisms for issuing the number e.g. to overseas students

17. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 200416 How and when will the unique number number be issued? This is still subject to detailed consideration This is still subject to detailed consideration However, stakeholders have indicated a strong preference for a number that is issued to all young people during Year 10 i.e. age 15 However, stakeholders have indicated a strong preference for a number that is issued to all young people during Year 10 i.e. age 15 For the remainder of the population it is likely that the number would be issued during their first engagement in learning after “going live” For the remainder of the population it is likely that the number would be issued during their first engagement in learning after “going live”

18. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 200417 What will the unique learner number actually look like? This is still subject to consideration, although there is a clear view that the number should be known and held by the learner This is still subject to consideration, although there is a clear view that the number should be known and held by the learner It has been suggested that the unique learner number might be held on some type of smart card, similar to the Connexions Card – this is being considered It has been suggested that the unique learner number might be held on some type of smart card, similar to the Connexions Card – this is being considered

19. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 200418 Will the unique learner number allow access to retrospective information? This has been raised as an issue by some stakeholders who want access to reliable historical data series This has been raised as an issue by some stakeholders who want access to reliable historical data series Some providers, however, have expressed concern about any burdens that might be imposed in creating or transferring such data Some providers, however, have expressed concern about any burdens that might be imposed in creating or transferring such data Issues such as this will be considered in a ‘sister’ project to consider the feasibility of a data warehouse Issues such as this will be considered in a ‘sister’ project to consider the feasibility of a data warehouse

20. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 200419 How does the unique learner number fit with the proposed ID cards? The unique learner number is being developed in response to calls from stakeholders to introduce more effective and less burdensome learner focussed information systems The unique learner number is being developed in response to calls from stakeholders to introduce more effective and less burdensome learner focussed information systems There is a clear sense of urgency to improve the way we use data and information to provide a better service to learners – the ID card is on a much longer timescale There is a clear sense of urgency to improve the way we use data and information to provide a better service to learners – the ID card is on a much longer timescale There is not a direct or immediate link There is not a direct or immediate link Ultimately, the unique learner number may link to the ID card. On this basis close liaison is taking place across government Ultimately, the unique learner number may link to the ID card. On this basis close liaison is taking place across government

21. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 200420 What are the next steps? Stakeholders, partners and providers are invited to respond to the issues outlined in this Consultation Exercise by 05/03/2004 Stakeholders, partners and providers are invited to respond to the issues outlined in this Consultation Exercise by 05/03/2004 Responses will be considered by the cross-sector Project Board, and key findings placed on the MI Across Partners’ website by 30/04/2004, along with proposals for next steps Responses will be considered by the cross-sector Project Board, and key findings placed on the MI Across Partners’ website by 30/04/2004, along with proposals for next steps

22. DfES/MIAP Unique Learner Number Consultation: 1st December 2003 - 5th March 200421 Contacts Enquiries on the consultation process to: Enquiries on the consultation process to: DfES, Consultation Unit DfES, Consultation Unit 01928 794888 (Phone) 01928 794888 (Phone) 01928 794311 (Fax) 01928 794311 (Fax) consultation.unit@dfes.gsi.gov.uk consultation.unit@dfes.gsi.gov.uk Enquiries on the policy content to: Enquiries on the policy content to: Steve Robinson Steve Robinson 0114 259 4472 (Phone) 0114 259 4472 (Phone) 0114 259 3984 (Fax) 0114 259 3984 (Fax) Steve.robinson@dfes.gsi.gov.uk Steve.robinson@dfes.gsi.gov.uk Please send responses to: consult.ULN@dfes.gsi.gov.uk