Main findings of the three configurations based on the dimensions of analysis proposed: organise rational layers, roles and competences and data flow and management
| Organisational configuration | Organisational layers | Organisational roles | Data management |
|---|---|---|---|
| Centralised model | CA: the Ministry decides the analysis of national interest according to the political direction. Having an overview of the national educational system is the main goal The CA represents the barycentre of educational data analytics | Data collector: schools, in particular secretaries and teachers | Several bounces of data due to the following flow: 1. Government or national agencies require schools to send them specific data based on a centrally established framework of analysis |
| School: Principals decide the analysis of interest to improve the educational proposition + have access to the KPIs selected and analysed by the CA | Data analyst: specific role in CA | 2. Schools, in particular student offices, collect information, that is sent back to the CA | |
| Communicator: CA or schools’ principals | 3. The CA analyses data and produces reports | ||
| 4. Reporting is available for schools and families (and maybe complemented by additional school-developed analysis) | |||
| Decentralised model | CA: the Ministry decides the analysis of national interest according to the political direction. Having an overview of the national educational system is the main goal | Data collector: Technical teachers or data experts collect, clean and store relevant data into the school’s database | 1. Government or national agencies require schools to send them specific data to implement analysis of interest. In parallel, school principals may carry out additional analysis |
| School: Principals decide the analysis of interest to improve the educational proposition + provide the data and KPIs needed by the CA The school represents the barycentre of educational data analytics | Data analyst: led by schools | 2. Schools, in particular teachers or technical figures, collect information that is partly shared with the CA and partly used for internal analysis | |
| Communicator: School principals and CA | 3. The CA and schools analyses data e produce reports | ||
| 4. National and internal reporting is available for schools | |||
| Network-based model | CA: the Ministry decides the analysis of national interest according to the political direction. Having an overview of the national educational system is the main goal | Data collector: the network’s educational data scientist, based on the goals decided by schools’ principals, collect and clean data | 1. Government or national agencies require the network to send them specific data to implement analysis of interest. In parallel, network’s school principals may have been interested in specific analysis |
| Schools’ network: the principals’ board define the main objectives, requiring the adoption of an integrated analytical framework | Data analyst: the network’s educational data scientist analyses data | 2. The network's educational data scientist collects data that are partly shared with the CA and partly used for internal analysis | |
| School: Principals decide the analysis of interest to improve the educational proposition | Communicator: the network’s educational data scientist reports the main results by supporting data interpretation | 3. The CA and the network’s educational data scientist analyse data e produce reports | |
| 4. National and internal reporting is available for schools |
| Organisational configuration | Organisational layers | Organisational roles | Data management |
|---|---|---|---|
| Centralised model | CA: the Ministry decides the analysis of national interest according to the political direction. Having an overview of the national educational system is the main goal | Several bounces of data due to the following flow: | |
| School: Principals decide the analysis of interest to improve the educational proposition + have access to the KPIs selected and analysed by the CA | 2. Schools, in particular student offices, collect information, that is sent back to the CA | ||
| 3. The CA analyses data and produces reports | |||
| 4. Reporting is available for schools and families (and maybe complemented by additional school-developed analysis) | |||
| Decentralised model | CA: the Ministry decides the analysis of national interest according to the political direction. Having an overview of the national educational system is the main goal | 1. Government or national agencies require schools to send them specific data to implement analysis of interest. In parallel, school principals may carry out additional analysis | |
| School: Principals decide the analysis of interest to improve the educational proposition + provide the data and KPIs needed by the CA | 2. Schools, in particular teachers or technical figures, collect information that is partly shared with the CA and partly used for internal analysis | ||
| 3. The CA and schools analyses data e produce reports | |||
| 4. National and internal reporting is available for schools | |||
| Network-based model | CA: the Ministry decides the analysis of national interest according to the political direction. Having an overview of the national educational system is the main goal | 1. Government or national agencies require the network to send them specific data to implement analysis of interest. In parallel, network’s school principals may have been interested in specific analysis | |
| Schools’ network: the principals’ board define the main objectives, requiring the adoption of an integrated analytical framework | 2. The network's educational data scientist collects data that are partly shared with the CA and partly used for internal analysis | ||
| School: Principals decide the analysis of interest to improve the educational proposition | 3. The CA and the network’s educational data scientist analyse data e produce reports | ||
| 4. National and internal reporting is available for schools |
Note:
CA stands for central administration
Sharing content requires targeting cookies to be enabled. Please update your cookie preferences to use this feature.