diff --git a/images/ees-bulk-upload.png b/images/ees-bulk-upload.png new file mode 100644 index 0000000..a8876e3 Binary files /dev/null and b/images/ees-bulk-upload.png differ diff --git a/index.qmd b/index.qmd index a9901b0..3326a05 100644 --- a/index.qmd +++ b/index.qmd @@ -49,11 +49,11 @@ We hope it can prove a useful community driven resource for everyone from the mo [Open data standards](statistics-production/ud.html) - Guidance on how to structure data files -[Explore Education Statistics (EES)](statistics-production/ees.html) -- How to use the features in Explore Education Statistics +[Explore education statistics (EES)](statistics-production/ees.html) +- Tips on using the explore education statistics service [Good examples in EES](statistics-production/examples.html) -- Examples of good practice in Explore Education Statistics +- Good practice examples in the explore education statistics service [Embedded visualisations in EES](statistics-production/embedded-charts.html) - How to embed R-Shiny charts in EES publications diff --git a/statistics-production/ees.qmd b/statistics-production/ees.qmd index 6fe0f1c..e892545 100644 --- a/statistics-production/ees.qmd +++ b/statistics-production/ees.qmd @@ -1,12 +1,12 @@ --- -title: "Explore Education Statistics (EES)" +title: "Explore education statistics (EES)" --- -

Guidance for how to use the features in the Explore Education Statistics (EES) platform

+

Guidance for how to use the features in the explore education statistics (EES) platform

--- -Explore Education Statistics (EES) is the Department’s official statistics dissemination platform, designed to make DFE’s published statistics and data easier to find, access, use and understand. +Explore education statistics (EES) is the Department’s official statistics dissemination platform, designed to make DFE’s published statistics and data easier to find, access, use and understand. **The EES platform consists of two applications:** @@ -170,7 +170,7 @@ In here you can see everyone who currently has access, and invite your team to c If you are inviting someone who hasn't used EES before, make sure to add their DfE email. Jobshare email addresses and mailboxes will not work, each user must be given access with their individual DfE account. The [external user access](#external-user-access) section has more details on how to give access to external contributors. -To change Publication Owners, or Approvers, contact the [Explore education statistics mailbox](mailto:explore.statistics@education.gov.uk). +To change Publication Owners, or Approvers, contact the [explore education statistics mailbox](mailto:explore.statistics@education.gov.uk). --- @@ -244,12 +244,12 @@ You only have 160 characters – to make sure you are fully utilising these, hav
-Use Google Chrome or Microsoft Edge to access and use the admin part of Explore Education Statistics. +Use Google Chrome or Microsoft Edge to access and use the admin part of the explore education statistics service.
When you enter the [admin website](https://admin.explore-education-statistics.service.gov.uk/) you’ll see the admin dashboard. What you can see here will be dependent on your access permissions i.e. you’ll only see the publications that you have been granted access to. -The Statistics Development Team will be responsible for setting up and maintaining user permissions during the beta phase. Change requests will be monitored via the [Explore Statistics mailbox](mailto:explore.statistics@education.gov.uk). +The Statistics Development Team will be responsible for setting up and maintaining user permissions during the beta phase. Change requests will be monitored via the [explore education statistics mailbox](mailto:explore.statistics@education.gov.uk). Within the admin dashboard you can view and manage existing publications, including creating and editing their releases. You can use the drop down lists to find releases by theme/topic/publication or use the draft and scheduled releases tabs to see releases that are in progress. @@ -375,6 +375,46 @@ Once you click to upload the file a ‘Status’ will be visible that shows the If you are having any issues uploading a file, please contact explore.statistics@education.gov.uk. +--- + +#### Bulk uploads + +--- + +You can upload your data files in bulk by using a single compressed ZIP folder. + +![](../images/ees-bulk-upload.png) + +You must ensure that the ZIP folder contains: + +* All of your data files +* All of your metadata files with a matching name to a data file (e.g. `data.csv` / `data.meta.csv`) +* A `dataset_names.csv` file with two columns (`file_name`, `dataset_name`) + +The two columns in `dataset_names.csv` should contain: + +* `file_name` must be the name of a matching CSV data set, e.g. `data.csv` +* `dataset_name` is where you can provide the human readable version to use in the service, e.g. `My awesome dataset` + + +For example, your file may look like the following table: + +::: {.table-responsive} + +| file_name | dataset_name | +|-------------------------------|---------------------------| +| teacher_pay.csv | Teacher pay | +| teacher_retention.csv | Teacher retention | +| workforce_characteristics.csv | Workforce characteristics | + +::: + +Once uploaded and processed, each data file will then proceed to import as normal, and you will be able to edit them as if you had imported them separately. + +If anything in this ZIP folder doesn't match up with this, you will receive an error message explaining why and what has happened. + + + --- ### Ordering filters and indicators @@ -1058,7 +1098,7 @@ Once you've got the R-Shiny app set up and hosted, you can embed it using the ** ## Glossary -The [glossary in Explore Education Statistics](https://explore-education-statistics.service.gov.uk/glossary) is a growing page that helps us to standardise how refer to key terms and phrases across all of Official statistics. +The [glossary in the explore education statistics service](https://explore-education-statistics.service.gov.uk/glossary) is a growing page that helps us to standardise how refer to key terms and phrases across all of Official statistics. --- diff --git a/statistics-production/embedded-charts.qmd b/statistics-production/embedded-charts.qmd index ff4f6b7..fa8496e 100644 --- a/statistics-production/embedded-charts.qmd +++ b/statistics-production/embedded-charts.qmd @@ -120,6 +120,6 @@ Example code for producing an embeddable shiny chart is given in the [template t * Text sizes in plots should be no smaller than 12pt * Plotly overlays should be turned off -Example code for creating charts using ggplot can be found in the [Using Explore Education Statistics guidance](../publishing-statistics/ees.html#example-ggplot-chart-code) +Example code for creating charts using ggplot can be found in the [Using explore education statistics guidance](../publishing-statistics/ees.html#example-ggplot-chart-code) --- diff --git a/statistics-production/pub.qmd b/statistics-production/pub.qmd index 3d32c50..4eca6a9 100644 --- a/statistics-production/pub.qmd +++ b/statistics-production/pub.qmd @@ -13,7 +13,7 @@ title: "Routes for publishing" --- -[Explore Education Statistics](https://explore-education-statistics.service.gov.uk/){target="_blank" rel="noopener noreferrer"} (EES) is the Department's new dissemination platform, designed to make DFE’s published statistics and data easier to find, access, use and understand. +[Explore education statistics](https://explore-education-statistics.service.gov.uk/){target="_blank" rel="noopener noreferrer"} (EES) is the Department's new dissemination platform, designed to make DFE’s published statistics and data easier to find, access, use and understand. The platform moved into Public Beta in March 2020 and currently operates in parallel with existing statistics pages on gov.uk as publications are moved to the new platform. @@ -25,7 +25,7 @@ More information on why EES was introduced and the functionality within the plat The following table outlines the key differences between publishing via EES and the old method via [gov.uk:](https://www.gov.uk/government/organisations/department-for-education/about/statistics){target="_blank" rel="noopener noreferrer"} -| Statistics collections on gov.uk | Explore Education Statistics | +| Statistics collections on gov.uk | Explore education statistics | |:------|:------| | Statisticians request pdf and excel files are uploaded to release pages on gov.uk | Statisticians load csv data files on to the service and use them to build release pages | | Release attachments are reviewed and approved via emails | Releases are reviewed and approved within the service | diff --git a/statistics-production/stats_tools.qmd b/statistics-production/stats_tools.qmd index 8f64c77..458f8df 100644 --- a/statistics-production/stats_tools.qmd +++ b/statistics-production/stats_tools.qmd @@ -27,9 +27,9 @@ This application allows you to screen your data files against the underlying dat -There is an R Shiny dashboard that provides access to the Google Analytics data for the Explore Education Statistics platform. +There is an R Shiny dashboard that provides access to the Google Analytics data for the explore education statistics service. - - [Explore Education Statistics analytics dashboard](https://rsconnect/rsc/ees-analytics/){target="_blank" rel="noopener noreferrer"} + - [Explore education statistics analytics dashboard](https://rsconnect/rsc/ees-analytics/){target="_blank" rel="noopener noreferrer"} - Code is not yet publicly available, it is stored in Azure DevOps, contact us if you are interested in seeing it or contributing. diff --git a/statistics-production/ud.qmd b/statistics-production/ud.qmd index 341bf31..5ce2459 100644 --- a/statistics-production/ud.qmd +++ b/statistics-production/ud.qmd @@ -21,7 +21,7 @@ metadata_data_example <- read_excel("../data_examples/metadata_data_example.xlsx With open data standards, our aim is to apply a consistent, logical structure to all data files so that they are easier to use and analyse, minimising the time spent deciphering and cleaning the data. Adopting these principles will give us more power to serve the needs of the users, saving both us and them time when producing and using our data, as well as opening up further opportunities for linking data. -The guidance and standards here explicitly apply to all data files prepared for and uploaded to the Explore Education Statistics platform, but much of the content below equally applies to any data being prepared and disseminated both within the department and externally. +The guidance and standards here explicitly apply to all data files prepared for and uploaded to the explore education statistics service, but much of the content below equally applies to any data being prepared and disseminated both within the department and externally. Data published via EES is released under the terms of the [Open Government License](http://www.nationalarchives.gov.uk/doc/open-government-licence/){target="_blank" rel="noopener noreferrer"} and by following the data standards provided here, published (or any other) data meets at least 3 stars for [Open Data](https://www.gov.uk/government/policies/improving-the-transparency-and-accountability-of-government-and-its-services/supporting-pages/releasing-data-in-open-formats){target="_blank" rel="noopener noreferrer"}. @@ -135,7 +135,7 @@ When publishing statistics, you should be following these standards for underlyi For publishing on EES specifically, please note the following points: -- Data files uploaded to Explore Education Statistics will be downloadable, **everything in your file must be publishable**. +- Data files uploaded to the explore education statistics will be downloadable, **everything in your file must be publishable**. - You must remember to apply all of your usual suppression policies. - The data files run the table and chart tools, so all data that you wish to create a table or chart with must be included. - We expect that multiple data files may be provided for each release. @@ -397,7 +397,7 @@ If you are not providing a full timeseries for any reason, you must link to the ## Deciding what should be in a file -Explore Education Statistics is designed to give production teams the freedom of controlling what data users can access, and how they access it. It is expected that most releases on the platform will have multiple data files, and teams have control over how they break these files up. +Explore education statistics is designed to give production teams the freedom of controlling what data users can access, and how they access it. It is expected that most releases on the platform will have multiple data files, and teams have control over how they break these files up. The first key consideration is that the table tool will only create tables from a single a data file, and cannot use multiple files as sources. Therefore any data that you want to compare within a single table must in the same data file. The table tool itself is there to allow users to narrow down the amount of data they have to absorb and to be able to efficiently take away key statistics. @@ -453,7 +453,7 @@ If you have any other conventions you've used in previous publications, or a sce --- -Metadata in a machine readable (.csv) format must accompany datasets uploaded to the Explore Education Statistics platform to ensure that the files can be processed correctly. This data will not be seen by users and is purely for EES to be able to understand and read your data. +Metadata in a machine readable (.csv) format must accompany datasets uploaded to the explore education statistics service to ensure that the files can be processed correctly. This data will not be seen by users and is purely for EES to be able to understand and read your data. This EES metadata is different to any metadata files you may provide alongside your data for your users. @@ -534,7 +534,7 @@ Across every single dataset of official statistics produced by DfE, the followin ## Time columns -We use the two columns, time_period and time_identifier, to generalise time across our underlying datasets. All data files must contain these. This is a important for general useability of our data, as well as being critical in driving the charts and tables in the Explore Education Statistics platform and making explicit reference to the time in which our measurements relate to. This is a compulsory element of any official statistics dataset. +We use the two columns, time_period and time_identifier, to generalise time across our underlying datasets. All data files must contain these. This is a important for general useability of our data, as well as being critical in driving the charts and tables in the explore education statistics service and making explicit reference to the time in which our measurements relate to. This is a compulsory element of any official statistics dataset. If you think that your data can't follow this format, please contact statistics.development@education.gov.uk with details so that we can discuss this. @@ -819,7 +819,7 @@ for dashboards and other secondary statistics services, whilst also helping with ## Special Educational Needs -Special educational needs data uploaded to Explore Education Statistics is expected to conform closely to the [School Census data guidance](https://www.gov.uk/guidance/complete-the-school-census/find-a-school-census-code). +Special educational needs data uploaded to explore education statistics service is expected to conform closely to the [School Census data guidance](https://www.gov.uk/guidance/complete-the-school-census/find-a-school-census-code). Top level fields are provided by **sen_status** and **sen_provision** as follows: @@ -1315,7 +1315,7 @@ Many of our publications contain a large number of indicators. To improve the ex --- -Example of how this would look in Explore Education Statistics: +Example of how this would look in the explore education statistics service: --- diff --git a/statistics-production/user-analytics.qmd b/statistics-production/user-analytics.qmd index 28ac9f1..e567b5c 100644 --- a/statistics-production/user-analytics.qmd +++ b/statistics-production/user-analytics.qmd @@ -6,7 +6,7 @@ --- -We track analytics of users on Explore Education Statistics using Google Analytics as well as other tools. These analytics can be found on our [EES Analytics dashboard](https://rsconnect/rsc/ees-analytics/){target="_blank" rel="noopener noreferrer"}. This tells you a range of things like: +We track analytics of users on the explore education statistics service using Google Analytics as well as other tools. These analytics can be found on our [EES Analytics dashboard](https://rsconnect/rsc/ees-analytics/){target="_blank" rel="noopener noreferrer"}. This tells you a range of things like: * How many times each accordion has been clicked * How long users spend on your page diff --git a/statistics-production/user-eng.qmd b/statistics-production/user-eng.qmd index bdb9690..c3148ea 100644 --- a/statistics-production/user-eng.qmd +++ b/statistics-production/user-eng.qmd @@ -43,11 +43,11 @@ More advice and guidance will follow in this space. ## Case studies -### Explore Education Statistics service +### Explore education statistics service --- -Explore Education Statistics (EES) was born from a [discovery project](https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/721729/HiveIT_-_DfE_dissemination_discovery.pdf), where the emphasis of the discovery was to understand who the users of the Department’s official statistics are, what they need, and where the DfE are currently meeting, exceeding or failing to meet those needs. +Explore education statistics (EES) was born from a [discovery project](https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/721729/HiveIT_-_DfE_dissemination_discovery.pdf), where the emphasis of the discovery was to understand who the users of the Department’s official statistics are, what they need, and where the DfE are currently meeting, exceeding or failing to meet those needs. **Initial user research** @@ -170,11 +170,11 @@ The ONS have also published [ten top tips to help improve user engagement](https --- -DfE are working with ONS and others to consider how to take forward work in this area. DfE have put together an initial statement (note that this is in draft and should only be used as a guide internally): +DfE are working with ONS and others to consider how to take forward work in this area. DfE have put together an initial statement (note that this is in draft and should only be used as a guide internally): >Work to understand and engage our users is vital to ensuring statistics are suitably and best communicated, and help the department in continuously reflecting and improving products and its services. DfE welcomes the ONS strategy and collective focus on user engagement. > ->As part of our efforts to meet wider user needs, the Department has undertaken [extensive user research](https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/721729/HiveIT_-_DfE_dissemination_discovery.pdf) over the past few years in development of the new Explore Education Statistics platform to disseminate our statistics. We continue to develop this platform in line with user research and feedback. Through the intelligent use of supporting analytics, we are learning more about how our wide range of users find and use statistics, and how best to tailor our outputs to meet their needs. This will help us embed user need even more strongly into our statistics development. +>As part of our efforts to meet wider user needs, the Department has undertaken [extensive user research](https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/721729/HiveIT_-_DfE_dissemination_discovery.pdf) over the past few years in development of the new explore education statistics service to disseminate our statistics. We continue to develop this platform in line with user research and feedback. Through the intelligent use of supporting analytics, we are learning more about how our wide range of users find and use statistics, and how best to tailor our outputs to meet their needs. This will help us embed user need even more strongly into our statistics development. > >In addition and more broadly, the department is working with ONS Best Practice Team to consider guidance around user engagement and how best to take forward the strategy for the department. In line with this, as part of these developments we will be reviewing and refreshing our current [public-facing user engagement strategy](https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/287444/User_engagement_policy.pdf) which will then be reviewed annually. diff --git a/writing-visualising/dashboards.qmd b/writing-visualising/dashboards.qmd index c8ddca4..963a63a 100644 --- a/writing-visualising/dashboards.qmd +++ b/writing-visualising/dashboards.qmd @@ -10,7 +10,7 @@ title: "Public dashboards" --- -The primary route for publishing official statistics is via [Explore Education Statistics](https://explore-education-statistics.service.gov.uk/) (EES). In addition to publishing on EES, there may be times where you want to compliment official statistics with a dashboard. This may be to do a deeper piece of analysis for a specific user group, or to make use of functionality that isn’t available within the platform. +The primary route for publishing official statistics is via [Explore education etatistics](https://explore-education-statistics.service.gov.uk/) (EES). In addition to publishing on EES, there may be times where you want to compliment official statistics with a dashboard. This may be to do a deeper piece of analysis for a specific user group, or to make use of functionality that isn’t available within the platform. It is important that all dashboards should have a clear use case and reasoning for why they are required. If you are considering developing and publishing a dashboard, please get in touch with the [Statistics Development Team](mailto:statistics.development@education.gov.uk) who can advise and assist with the process, and make use of the [teams channel](https://teams.microsoft.com/l/channel/19%3a35fa27cbced34928a3609e41510057e5%40thread.skype/R-Shiny%2520Statistics%2520Dashboards?groupId=679b2376-8c8c-4062-a1c9-0744ce5ac88f&tenantId=fad277c9-c60a-4da1-b5f3-b3b8b34a82f9) to ask questions and share what you're working on with other teams. @@ -133,7 +133,7 @@ Defining what "good" looks like and identifying appropriate metrics means that y Collecting the right engagement data means you’ll be alerted to potential problems with your service. And when you make a change to the service, you’ll be able to tell whether it had the effect you expected. In practice this will often mean setting up analytics and feedback surveys for dashboards and monitoring the data you get back. -At a minumum you should be requesting feedback from users via a survey hosted on the dashboard and reviewing this on a regular basis. An example of this kind of feedback survey is the [beta banner survey](https://forms.office.com/Pages/ResponsePage.aspx?id=yXfS-grGoU2187O4s0qC-XMiKzsnr8xJoWM_DeGwIu9UNDJHOEJDRklTNVA1SDdLOFJITEwyWU1OQS4u) on Explore Education Statistics. +At a minumum you should be requesting feedback from users via a survey hosted on the dashboard and reviewing this on a regular basis. An example of this kind of feedback survey is the [beta banner survey](https://forms.office.com/Pages/ResponsePage.aspx?id=yXfS-grGoU2187O4s0qC-XMiKzsnr8xJoWM_DeGwIu9UNDJHOEJDRklTNVA1SDdLOFJITEwyWU1OQS4u) on the explore education statistics service. ![](../images/betaBanner.png) diff --git a/writing-visualising/dashboards_rshiny.qmd b/writing-visualising/dashboards_rshiny.qmd index 3f40cd4..e2ef407 100644 --- a/writing-visualising/dashboards_rshiny.qmd +++ b/writing-visualising/dashboards_rshiny.qmd @@ -110,7 +110,7 @@ girafeOutput("my_ggiraph_chart") my_ggiraph_chart <- renderGirafe(chart_iris) ``` -For chart colours, teams should use the GSS colour palettes as outlined in the [Anlytical Function data visualisation guidance](https://analysisfunction.civilservice.gov.uk/policy-store/data-visualisation-colours-in-charts/). These are based on the gov.uk design system colours (described in the next section), but are optimised for charts to help with contrast and variations of colour blindness and are the colours used as default in Explore Education Statistics. +For chart colours, teams should use the GSS colour palettes as outlined in the [Anlytical Function data visualisation guidance](https://analysisfunction.civilservice.gov.uk/policy-store/data-visualisation-colours-in-charts/). These are based on the gov.uk design system colours (described in the next section), but are optimised for charts to help with contrast and variations of colour blindness and are the colours used as default in the explore education statistics service. Charts using ggplot2 can take custom palettes using the `scale_fill_manual()` function, e.g. below: @@ -142,7 +142,7 @@ ggplot( ``` -Further examples are given on the [Using Explore Education Statistics guidance](../publishing-statistics/ees.html#example-ggplot-chart-code) page. +Further examples are given on the [Using explore education statistics guidance](../publishing-statistics/ees.html#example-ggplot-chart-code) page. ## Use of colour outside of charts