VIEWS & OPINION How universities can


keep student data safe Comment by PETE EYRE, Managing Director, Vevox


Technology Enhanced Learning (TEL) is helping to improve the educational experience students are offered across colleges and universities. Whether they are real-time engagement tools; study apps, campus-wide learning management systems, or virtual learning environments, these types of technology make the studying process an easier, yet richer experience. Yet, a note of caution needs to be struck.


Many such apps or software are developed by third-party companies and many collect highly-


sensitive and potentially valuable data, often without the knowledge of the student or institution concerned. Often students log in or register their details, unaware their personal


preferences or topics of discussion are being captured and analysed, and can then even result in tailored ads being delivered back to them, effectively breaching their privacy. The truth is there are few checks and balances in place to ascertain


whether an edtech provider is purely focused on the educational service offered, or whether it is in fact just as concerned with harvesting data to offer value to students in a different way. The issue is sometimes most pressing when it comes to free accounts which are sometimes taken out by individual lecturers to act as a teaching


aid for students. Some edtech providers effectively own the data being collected whether that be lecturer data or student data. That means that it is likely that they can legally use it - even if collecting that data is not the primary purpose of the app itself. Unsurprisingly, lecturers are not focused on these kinds of issues. They


sign up to an app because they think it will help their students learn the subject rather than necessarily first thinking through the data protection and privacy issues. To mitigate the risks, colleges and universities should consider


implementing an institution wide approach here. However, institutions need to guard against preventing lecturers having flexibility and the freedom to choose the tools they feel their students would most benefit from - a balance needs to be struck. There may need to be a way of being able to check what providers are


safe and which are not – a safe list, if you like, which lecturers can check when they decide to take out free accounts. That way, clear guidance can be provided without lecturer choice being restricted. Universities should investigate the safety of widely used tools and make recommendations about which are safe and the reasons why. Lecturers are naturally innovative. They want to try out the latest apps


and progress effective teaching methods, so it’s easy to see why using a TEL approach is so popular. With the implications of GDPR, PECR and data protection, data security has never been more important, but it can be a challenge for institutions to know what apps and software are safe, as each one requires individual scrutiny. Universities implementing a process of analysing TEL technologies need to strike a balance and should not stifle innovation but rather ensure that learning technologists, lecturers and students are fully informed and have access to the supporting information they need. EdTech providers also need to do their bit and present their terms and conditions in a way that is easy to understand and enables institutions to make the right decision for them and their students.


Five things you might have missed about the


Ofsted framework Comment by DANNY CUTTELL, Head of Curriculum Services at Pearson UK


The introduction of the Ofsted framework has brought with it much attention. Whilst much of this has focused on the curriculum, at Pearson, we’ve identified some other important areas that may have flown under your radar.


Don’t forget about your governors! Ofsted will monitor how skilled and effective governors are in holding school leaders to account. In schools found to be Requiring Improvement, there is a common picture of a


governing body that lacks the skills, expertise and relationships to hold school leaders to account and drive improvement. Do your governors have relevant skills and experience, understand the school’s priorities and their remit as governors?


Think ‘personal development’. Schools will be assessed on whether they are providing an effective careers programme. This will include looking at the quality of careers advice, work experience placements and encounters with employers. The Department for Education strongly recommends using the Gatsby Benchmarks as a starting point, which provides a framework of eight guidelines that together define what quality careers provision looks like.


22 www.education-today.co.uk


Remember workload and wellbeing of staff. In light of the staff recruitment and retention issues facing schools, Ofsted are keen to understand what schools are doing to address teacher workload and wellbeing. Staff are likely to be asked how well supported they feel and what measures leaders take to ensure a manageable workload. Linked to this, a school’s assessment policy will be scrutinised, with inspectors exploring why data is collected, how it is used and whether or not this takes up a disproportionate amount of time for teachers.


Special Educational Needs and Disabilities (SEND), is your school fully inclusive in how it provides for the needs of pupils with SEND? The new framework gives more emphasis to what schools are doing to support SEND students with a particular focus on inclusion. It is important to note that it is not possible to become, or remain as an outstanding school if the school is found to not be inclusive in any way. Do staff in your school have the training and skills needed to effectively support SEND pupils? Do school leaders and the curriculum have a high level of ambition for SEND pupils - namely, the same level of ambition as for non-SEND pupils.


Think employability! Does your school curriculum develop students’ employability skills? Much of the debate around the new framework has centred on the need for developing traditional, academic skills. This is clearly important but equally there is a hidden reminder in the framework about the importance of developing core employability skills. This also surfaces in the ‘Personal development’ judgement, where the framework outlines how Good schools are those that prepare pupils for future success in education, employment or training. Think about whether your school has a clear view on what the core employability skills are and whether those skills are embedded into your curriculum.


Overall, there are many new aspects to the Education Inspection


Framework. Taking the time to understand what is required will hopefully make for a smooth and successful Ofsted inspection.


February 2020


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