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	<title>consultation test</title>
	<link>http://www.openrightsgroup.org/consult</link>
	<description>Protecting your rights in the digital age</description>
	<pubDate>Tue, 29 Apr 2008 11:30:51 +0000</pubDate>
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	<language>en</language>
			<item>
		<title>PSB Review 2: The Digital Opportunity</title>
		<link>http://www.openrightsgroup.org/consult/psb-review-2-the-digital-opportunity/</link>
		<comments>http://www.openrightsgroup.org/consult/psb-review-2-the-digital-opportunity/#comments</comments>
		<pubDate>Tue, 29 Apr 2008 11:30:51 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
		
		<category><![CDATA[Open]]></category>

		<guid isPermaLink="false">http://www.openrightsgroup.org/consult/psb-review-2-the-digital-opportunity/</guid>
		<description><![CDATA[Ofcom are consulting on how to maintain and strengthen public service broadcasting (PSB). With the rise of digital technologies, the regulatory and funding model that supports the current PSB framework has had its day so they ask whether and how it should be re-invented for the digital age. The deadline for submissions is 19 June 2008.]]></description>
			<content:encoded><![CDATA[<div class="x-comentable-block">
  <p>Please leave comments (by clicking on the bar) to help us respond to Ofcom&#8217;s &#8216;Digital Opportunity&#8217; consultation. We plan to respond only to the Section 6 questions (&#8221;Meeting audience needs in a digital age&#8221;), which are laid out below. We have also reproduced the headlines of that section although strongly recommend that you read the entire section of the consultation document before commenting on the questions. Our submission will call for distribution of PSB productions to be in non-DRMed and remixable. Also, we will suggest a new exception should be introduced to encourage a culture of transformative works.</p>
</div><div class="x-comentable-block">
  <p>
    <a href="http://www.openrightsgroup.org/orgwiki/index.php/PSB_Review_2">Link to our wiki page explaining the broader remit of the consultation</a>
  </p>
</div><div class="x-comentable-block">
  <p>
    <a href="http://www.ofcom.org.uk/consult/condocs/psb2_1/consultation.pdf">Link to the consultation document PDF</a>
  </p>
</div><div class="x-comentable-block">
  <h3> Introduction and headlines from Section 6: Meeting audience needs in a digital age</h3>
</div><div class="x-comentable-block">
  <p>6.1 The preceding section described the future prospects for delivery of public purposes across multiple platforms. This section sets out a vision for the future provision of public service content, based on audiences&#8217; priorities and the new opportunities emerging for delivery of public purposes on interactive platforms. We assess whether the existing model for public service broadcasting is sufficiently flexible to adapt to the potentially radical change in audience requirements over the next ten years and beyond, and argue that a new model is likely to be needed to secure the ongoing benefits of public service content.</p>
</div><div class="x-comentable-block">
  <p>6.2 We investigate two core underlying principles of the existing model &#8211; universal availability of free-to-view content, and plural provision &#8211; and argue that although these principles remain valid, a more nuanced understanding of their implications will be needed for a new era characterised by greater choice, variety and flexibility in media consumption.</p>
</div><div class="x-comentable-block">
  <p>A vision for public service content in a digital age</p>
</div><div class="x-comentable-block">
  <p>The value of public service broadcasting is a function of availability, reach, impact and the cost of intervention</p>
</div><div class="x-comentable-block">
  <p>Intervention to achieve public purposes will need to take different forms in future</p>
</div><div class="x-comentable-block">
  <p>Public service content should continue to be widely available, but some more targeted interventions may maximise overall reach, impact and value</p>
</div><div class="x-comentable-block">
  <p>Plural provision delivers significant benefits to audiences</p>
</div><div class="x-comentable-block">
  <p>The existing model for public service broadcasting will struggle to adapt to the changing environment</p>
</div><div class="x-comentable-block">
  <h3>Relevant questions - Section 6: Meeting audience needs in a digital age</h3>
</div><div class="x-comentable-block">
  <h4>i) Do you agree with Ofcom&#8217;s vision for public service content?</h4>
</div><div class="x-comentable-block">
  <h4>ii) How important are plurality and competition for quality in delivering the purposes and characteristics of public service broadcasting, and in what areas?</h4>
</div><div class="x-comentable-block">
  <h4>iii) In maximising reach and impact of public service content in the future, what roles can different platforms and services play?</h4>
</div><div class="x-comentable-block">
  <h4>iv) Do you agree that the existing model for delivering public service broadcasting will not be sufficient to meet changing needs in future?</h4>
</div>
]]></content:encoded>
			<wfw:commentRss>http://www.openrightsgroup.org/consult/psb-review-2-the-digital-opportunity/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Creative Content Online</title>
		<link>http://www.openrightsgroup.org/consult/creative-content-online/</link>
		<comments>http://www.openrightsgroup.org/consult/creative-content-online/#comments</comments>
		<pubDate>Wed, 30 Jan 2008 16:40:17 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
		
		<category><![CDATA[Closed]]></category>

		<category><![CDATA[Copyright]]></category>

		<category><![CDATA[Intellectual Property]]></category>

		<guid isPermaLink="false">http://www.openrightsgroup.org/consult/creative-content-online/</guid>
		<description><![CDATA[The EC want to "give a new boost to Europe's online content sector" by regulating for a Single Market in content online. Issues under consideration include DRM, multi-territory licensing and piracy. Please comment on their questions and inform our work, which will be submitted to the EC the end of February '08. ]]></description>
			<content:encoded><![CDATA[<div class="x-comentable-block">
  <p>The European Commission are planning legislation to encourage a Single Market in online delivery of copyright works. They are canvassing opinions as part of a public consultation on DRM, multi-territory rights licensing and piracy. We will draft a submission by the end of February. Please help us by commenting on the questions below.</p>
</div><div class="x-comentable-block">
  <p>Please note that we have reproduced the annex (questions) of the European Commission&#8217;s consultation on &#8216;Creative Content Online in the Single Market&#8217;. If you want more context on their proposal then have a read of the <a href="http://ec.europa.eu/avpolicy/other_actions/content_online/index_en.htm">launch page (click to see)</a> or <a href="http://ec.europa.eu/avpolicy/docs/other_actions/col_en.pdf">download the 10 page document (click to download)</a></p>
</div><div class="x-comentable-block">
  <h4>Digital Rights Management</h4>
</div><div class="x-comentable-block">
  <p>1) Do you agree that fostering the adoption of interoperable DRM systems should support the development of online creative content services in the Internal Market? What are the main obstacles to fully interoperable DRM systems? Which commendable practices do you identify as regards DRM interoperability?</p>
</div><div class="x-comentable-block">
  <p>2) Do you agree that consumer information with regard to interoperability and personal data protection features of DRM systems should be improved? What could be, in your opinion, the most appropriate means and procedures to improve consumers&#8217;<br/>
information in respect of DRM systems? Which commendable practices would you identify as regards labelling of digital products and services?</p>
</div><div class="x-comentable-block">
  <p>3) Do you agree that reducing the complexity and enhancing the legibility of end-user licence agreements (EULAs) would support the development of online creative content services in the Internal Market? Which recommendable practices do you identify as regards EULAs? Do you identify any particular issue related to EULAs that needs to be addressed?</p>
</div><div class="x-comentable-block">
  <p>4) Do you agree that alternative dispute resolution mechanisms in relation to the application and administration of DRM systems would enhance consumers&#8217; confidence in new products and services? Which commendable practices do you identify in that respect?</p>
</div><div class="x-comentable-block">
  <p>5) Do you agree that ensuring a non-discriminatory access (for instance for SMEs) to DRM solutions is needed to preserve and foster competition on the market for digital content distribution?</p>
</div><div class="x-comentable-block">
  <h4>Multi-territory rights licensing</h4>
</div><div class="x-comentable-block">
  <p>6) Do you agree that the issue of multi-territory rights licensing must be addressed by means of a Recommendation of the European Parliament and the Council?</p>
</div><div class="x-comentable-block">
  <p>7) What is in your view the most efficient way of fostering multi-territory rights licensing in the area of audiovisual works? Do you agree that a model of online licences based on the distinction between a primary and a secondary multi-territory market can facilitate EU-wide or multi-territory licensing for the creative content you deal with?</p>
</div><div class="x-comentable-block">
  <p>8) Do you agree that business models based on the idea of selling less of more, as illustrated by the so-called &#8220;Long tail&#8221; theory, benefit from multi-territory rights licences for back-catalogue works (for instance works more than two years old)?</p>
</div><div class="x-comentable-block">
  <h4>Legal offers and piracy</h4>
</div><div class="x-comentable-block">
  <p>9) How can increased, effective stakeholder cooperation improve respect of copyright in the online environment?</p>
</div><div class="x-comentable-block">
  <p>10) Do you consider the Memorandum of Understanding, recently adopted in France, as an example to followed?</p>
</div><div class="x-comentable-block">
  <p>11) Do you consider that applying filtering measures would be an effective way to prevent online copyright infringements?</p>
</div>
]]></content:encoded>
			<wfw:commentRss>http://www.openrightsgroup.org/consult/creative-content-online/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Taking forward Gowers: Copyright Exceptions</title>
		<link>http://www.openrightsgroup.org/consult/taking-forward-gowers-copyright-exceptions/</link>
		<comments>http://www.openrightsgroup.org/consult/taking-forward-gowers-copyright-exceptions/#comments</comments>
		<pubDate>Tue, 08 Jan 2008 14:27:56 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
		
		<category><![CDATA[Closed]]></category>

		<category><![CDATA[Copyright]]></category>

		<category><![CDATA[Intellectual Property]]></category>

		<guid isPermaLink="false">http://www.openrightsgroup.org/consult/taking-forward-gowers-copyright-exceptions/</guid>
		<description><![CDATA[This consultation is intended to bring greater flexibility to the UK copyright regime by strengthening existing and introducing some entirely new exceptions.]]></description>
			<content:encoded><![CDATA[<div class="x-comentable-block">
  <p>This consultation is intended to bring greater flexibility to the UK copyright regime by strengthening existing and introducing some entirely new exceptions.</p>
</div><div class="x-comentable-block">
  <p>The point of copyright law is to engineer a market in creative expressions and in doing so the law tries to balance the competing interests of creators, publishers and the general public. In this mechanism, exceptions to monopoly rights protect a range of socially-important activities, such as education or reportage. They operate  as a kind of safety valve.</p>
</div><div class="x-comentable-block">
  <p>We have not reproduced the entire consultation document because its 106 pages long. Instead, extracted below is the more-manageable Executive Summary, which outlines the consultation&#8217;s concerns. The Open Rights Group submission will concentrate on the &#8216;format shifting&#8217; and &#8216;parody&#8217; exceptions but you&#8217;re invited to leave comments on any aspect of the consultation. Scroll down to read and comment on the questions, or <a href="http://www.ipo.gov.uk/consult-copyrightexceptions.htm">click here to get the full document</a>.</p>
</div><div class="x-comentable-block">
  <h3>EXECUTIVE SUMMARY</h3>
</div><div class="x-comentable-block">
  <p>1. The Gowers Review of Intellectual Property (&#8220;the Gowers Review&#8221;) reported in December 2006.  The Government announced, as part of the December Pre Budget Report, its intention to take forward the recommendations made to it.</p>
</div><div class="x-comentable-block">
  <p>2. A number of the recommendations from the Gowers Review suggest changes to copyright exceptions or the introduction of new exceptions.  These changes concerning educational use, libraries and archives, format shifting and parody, are intended to provide more balance and flexibility in the intellectual property (&#8220;IP&#8221;) system by enabling consumers to use copyright material in ways that do not damage the interests of rights holders.  They are also designed to provide clarity concerning the extent of the exceptions in the face of changing technologies.</p>
</div><div class="x-comentable-block">
  <p>3. This consultation considers how the Gowers recommendations on exceptions to copyright might be implemented in the UK.  A number of options are set out in this paper and your views are sought on the specific questions contained in each chapter and on the issues generally.</p>
</div><div class="x-comentable-block">
  <h4>Educational Exceptions</h4>
</div><div class="x-comentable-block">
  <p>4. Two changes to the educational exceptions are proposed.  The first is to amend section 35 of the Copyright, Designs and Patents Act 1988 (&#8220;CDPA&#8221;) which currently allows the recording and showing of broadcasts to students physically present at an educational establishment.  The expanded section would allow distance learning students to receive and view these recordings remotely.  The consultation paper considers the following issues:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>Should the exception just apply to traditional broadcasts or be expanded to on-demand communications?</li>
  </div>
  <div class="x-comentable-block">
    <li>Who should have access to the recordings that are provided remotely?</li>
  </div>
  <div class="x-comentable-block">
    <li>How to ensure that material that is communicated to distance learning students is not communicated to others, including through secure environments?</li>
  </div>
</ul><div class="x-comentable-block">
  <p>5. The second proposed change is to section 36 of the CDPA which allows educational establishments to copy (usually by photocopier) passages from published works and provide hand outs to students.  It is proposed that educational establishments be able to communicate such passages using interactive whiteboards and electronically to distance learners.  This proposed change raises the following issues:</p>
</div><ul>
  <div class="x-comentable-block">
    <li> What limits should be placed on communication of material using interactive whiteboards and to distance learners?  Should it be limited to secure virtual learning environments?  Should regular email be allowed?</li>
  </div>
  <div class="x-comentable-block">
    <li>How would we prevent onward communication of material to persons not authorised to receive it?</li>
  </div>
  <div class="x-comentable-block">
    <li>Should the exception continue to be limited to literary, dramatic and musical works, or should teachers be able to take advantage of technologies that use a range of different works, including extracts from films, sound recordings and broadcasts?</li>
  </div>
</ul><div class="x-comentable-block">
  <h4>Format Shifting</h4>
</div><div class="x-comentable-block">
  <p>6. It is proposed to create a new exception that would allow consumers to make a copy of a work they legally own, so that they can make the work accessible in another format for playback on a device in their lawful possession.  The exception would only apply to personal or private use.  The owner would not be permitted to sell, loan or give away the copy or share it more widely (for example in a file sharing system or on the internet).  Multiple copying would not be allowed.  The development of this exception raises the following questions:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>What classes of works would it apply to?  Sound recordings and films or works of all kinds?</li>
  </div>
  <div class="x-comentable-block">
    <li>Exactly what acts would be non-infringing?  What is meant by personal and private use?</li>
  </div>
  <div class="x-comentable-block">
    <li>How many format shifts would be allowed?  Should consumers be allowed to format shift to a range of play back devices and to format shift again when certain technologies become obsolete?</li>
  </div>
  <div class="x-comentable-block">
    <li>Would the exception apply to works created or purchased after the exception was introduced or would it be acceptable to format shift back catalogues?</li>
  </div>
</ul><div class="x-comentable-block">
  <h4>Research and Private Study</h4>
</div><div class="x-comentable-block">
  <p>7. A number of policy issues are identified in response to the recommendation that the exception for research should be expanded to cover all forms of content, not just literary, artistic, dramatic and musical works:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>What benefits can the expanded exception be expected to deliver?</li>
  </div>
  <div class="x-comentable-block">
    <li>Should the expanded exception cover both research and private study?</li>
  </div>
  <div class="x-comentable-block">
    <li>Should all forms of content be covered?</li>
  </div>
  <div class="x-comentable-block">
    <li>Should the exception cover all fields of study or just specific areas?</li>
  </div>
  <div class="x-comentable-block">
    <li>What might be the impact of the expanded exception on rights holders and other affected parties?</li>
  </div>
  <div class="x-comentable-block">
    <li>What action, if any, should be taken to address possible concerns about misuse of the expanded exception?</li>
  </div>
</ul><div class="x-comentable-block">
  <h4>Libraries and Archives</h4>
</div><div class="x-comentable-block">
  <p>8.	Section 42 of the CDPA currently allows prescribed libraries or archives to make a copy of a literary, dramatic or musical work held in their permanent collection for the purpose of preservation and replacement.  It is proposed that the exception be expanded to also allow copies of sound recordings, films and broadcasts to be made.  It is further proposed that these prescribed bodies be able to format shift to address the problem that occurs where works are held on unstable media, and that more than a single copy be permitted where successive copying may be required to preserve permanent collections in an accessible format.  This proposal raises a number of issues:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>What would be the impact on right holders, and beneficiaries, if section 42 was expanded to cover all classes of works?</li>
  </div>
  <div class="x-comentable-block">
    <li>Is it necessary to place restrictions on the number of copies that can be made by prescribed bodies?</li>
  </div>
  <div class="x-comentable-block">
    <li>Should the exception be available to museums and galleries as well as prescribed libraries and archives?</li>
  </div>
</ul><div class="x-comentable-block">
  <h4>Parody</h4>
</div><div class="x-comentable-block">
  <p>9. The paper considers whether a new exception for parody should be introduced.  A fair dealing style exception is proposed.  The following issues arise:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>What impact would the exception have?  What problem would it address?  What costs or benefits would accrue to right holders and users of copyright works?</li>
  </div>
  <div class="x-comentable-block">
    <li>Could an unlimited exception undermine the interests of owners of copyright in the underlying work by allowing the advertising or the endorsement of products which are contrary to the commercial interests of the copyright owners?</li>
  </div>
  <div class="x-comentable-block">
    <li>Should there be a requirement to acknowledge the underlying work and its author?</li>
  </div>
  <div class="x-comentable-block">
    <li>It is necessary to have a definition of parody, caricature or pastiche?</li>
  </div>
  <div class="x-comentable-block">
    <li>Is there any reason to exclude particular classes of work from the exception or should it apply to all?</li>
  </div>
  <div class="x-comentable-block">
    <li>Should it be an exception to all exclusive rights (e.g. reproduction, communication to the public, distribution and rental) of the copyright owner or only some?</li>
  </div>
  <div class="x-comentable-block">
    <li>Should the exception only apply where the underlying work has been made available to the public, and should the parody be limited to the underlying work or allow broader social commentary?</li>
  </div>
</ul><div class="x-comentable-block">
  <h4>General</h4>
</div><div class="x-comentable-block">
  <p>10. In relation to each of the proposed or expanded exceptions:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>Should the corresponding provisions of the CDPA relating to performers&#8217; rights be amended?</li>
  </div>
  <div class="x-comentable-block">
    <li>Should the beneficiaries of the exceptions be able to make use of the remedy in the CDPA where technological protection measures prevent the exercise of permitted acts?</li>
  </div>
  <div class="x-comentable-block">
    <li>Do you agree with our assessments of the three step test?</li>
  </div>
  <div class="x-comentable-block">
    <li>What impact would the expansion of the existing exception or introduction of a new exception have?  What costs or benefits would accrue to right holders and users of copyright?  Please comment on the partial impact assessments contained in Annex C and provide relevant evidence of the potential impacts of the proposed changes to copyright exceptions, including information on the financial or economic impacts.</li>
  </div>
</ul>
]]></content:encoded>
			<wfw:commentRss>http://www.openrightsgroup.org/consult/taking-forward-gowers-copyright-exceptions/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Freedom of Information: Designation of Additional Public Authorities</title>
		<link>http://www.openrightsgroup.org/consult/foi-designating-additional-public-authorities/</link>
		<comments>http://www.openrightsgroup.org/consult/foi-designating-additional-public-authorities/#comments</comments>
		<pubDate>Tue, 18 Dec 2007 11:58:03 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
		
		<category><![CDATA[Closed]]></category>

		<category><![CDATA[Freedom of Information]]></category>

		<category><![CDATA[Open Government]]></category>

		<guid isPermaLink="false">http://www.openrightsgroup.org/consult/foi-designating-additional-public-authorities/</guid>
		<description><![CDATA[Freedom of Information legislation increased the transparency and accountability of government services. This consultation considers how we should extend the mechanism to to other suppliers of public services. Please comment in particular on the consultation's nine questions, giving references where possible.]]></description>
			<content:encoded><![CDATA[<div class="x-comentable-block">
  <h3> NOTES TO USERS</h3>
</div><div class="x-comentable-block">
  <p>It is most helpful if you direct your comments specifically to the consultation&#8217;s questions, although we also welcome more general comments.</p>
</div><ul>
  <div class="x-comentable-block">
    <li>
      <a href="#Q1">Q1</a>
    </li>
  </div>
  <div class="x-comentable-block">
    <li>
      <a href="#Q2">Q2</a>
    </li>
  </div>
  <div class="x-comentable-block">
    <li>
      <a href="#Q3">Q3</a>
    </li>
  </div>
  <div class="x-comentable-block">
    <li>
      <a href="#Q4">Q4</a>
    </li>
  </div>
  <div class="x-comentable-block">
    <li>
      <a href="#Q5">Q5</a>
    </li>
  </div>
  <div class="x-comentable-block">
    <li>
      <a href="#Q6">Q6</a>
    </li>
  </div>
  <div class="x-comentable-block">
    <li>
      <a href="#Q7">Q7</a>
    </li>
  </div>
  <div class="x-comentable-block">
    <li>
      <a href="#Q8">Q8</a>
    </li>
  </div>
  <div class="x-comentable-block">
    <li>
      <a href="#Q9">Q9</a>
    </li>
  </div>
</ul><div class="x-comentable-block">
  <h3>Introduction</h3>
</div><div class="x-comentable-block">
  <p>This paper sets out for consultation proposals for increasing (subject to further consultation) the types of public organisations from which the public can access information. The consultation is aimed at:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>public authorities working with organisations that are not covered by the Freedom of Information Act 2000;</li>
  </div>
  <div class="x-comentable-block">
    <li>those organisations carrying out public functions that are not currently covered; and the general public and others interested in access to public information in England, Wales and Northern Ireland.</li>
  </div>
  <div class="x-comentable-block">
    <li>members of the public</li>
  </div>
</ul><div class="x-comentable-block">
  <p>
    <em>(Did not include standard formalities re stakeholders - which does not include ORG - and observing consultations code of practice criteria)</em>
  </p>
</div><div class="x-comentable-block">
  <h3>The proposals</h3>
</div><div class="x-comentable-block">
  <p>1. The Freedom of Information Act 2000 (the Act) came into force on 1 January 2005. The Act makes provision for the disclosure of information held by public authorities. This contributes to the Government&#8217;s aim to strengthen the connection between citizens and the state. The Act aims to    enable greater transparency, accountability and engagement, for example by providing more information about how taxpayers&#8217; money is spent or by providing the context for better informed public debate.</p>
</div><div class="x-comentable-block">
  <p>2. The Act applies to over 100,000 public authorities. These include central government departments, local authorities, schools, colleges and universities, the health service, the police and a range of other public authorities. Those to which the Act applies are required to have a publication scheme, which sets out what information they routinely make available and how, and to answer requests for information in a timely manner. There are three categories to which the Act applies:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>persons or organisations listed in Schedule 1 to the Act, either by name or by a description (such as &#8216;any government department&#8217;)</li>
  </div>
  <div class="x-comentable-block">
    <li>companies which are wholly-owned by a public authority</li>
  </div>
  <div class="x-comentable-block">
    <li>persons or organisations &#8216;designated&#8217; by the Secretary of State as  public authorities for the purposes of the Act.</li>
  </div>
</ul><div class="x-comentable-block">
  <p>The Act terms these persons or organisations &#8216;public authorities&#8217;. This paper uses the term &#8216;public authority&#8217; to mean a person or an organisation covered by the Act. In the rest of the paper we discuss the coverage of organisations; however individuals who hold a specific office, for example the Auditor General for Wales, can also be covered in the same way.</p>
</div><div class="x-comentable-block">
  <p>3. There are clearly defined criteria for an organisation to be listed in Schedule 1 to the Act. Broadly speaking:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>the body must be established under the Prerogative, or legislation, or</li>
  </div>
  <div class="x-comentable-block">
    <li>by a Minister, government department, or by the Welsh Ministers; and</li>
  </div>
  <div class="x-comentable-block">
    <li>appointments to the body or office must be made by the Crown, a Minister, a government department or the Welsh Ministers.</li>
  </div>
</ul><div class="x-comentable-block">
  <p>Organisations that meet these criteria are periodically brought within the scope of the Act by orders made under section 4. If a company is wholly-owned by a public authority, then it is automatically covered by the Act.</p>
</div><div class="x-comentable-block">
  <p>4. No organisation has yet been designated by the Secretary of State for Justice as a public authority for the purposes of the Act (the third category in paragraph 2).</p>
</div><div class="x-comentable-block">
  <p>5. The experience of the first years of FOI suggests that the Act is working well and has been successfully implemented across more than 100,000 public authorities. Now is the time to review the coverage of the Act, based on this experience, although the Government recognises that this experience may not directly translate to the private and voluntary sectors.</p>
</div><div class="x-comentable-block">
  <p>6. Section 5 of the Act enables the Secretary of State to designate two types of person or organisations as public authorities: those which:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>appear to the Secretary of State to exercise functions of a public nature, or</li>
  </div>
  <div class="x-comentable-block">
    <li>are providing, under a contract made with a public authority, any service whose provision is a function of that authority.</li>
  </div>
</ul><div class="x-comentable-block">
  <p>The Secretary of State makes a designation by making what is called a section 5 order. Section 5 is a <em>residual</em> category: that is, a section 5 order cannot cover any organisation that could be listed in Schedule 1 to the Act by the making of a section 4 order, or is already covered by virtue of being wholly-owned by a public authority.</p>
</div><div class="x-comentable-block">
  <p>7. Section 7 of the Act requires that any section 5 order must state the functions or services provided under contract for which an organisation is designated. The Act will not apply to any other information held and therefore will not necessarily cover all the work carried out by an organisation. There will be some organisations all of whose functions could be designated under section 5 because they perform only functions of a public nature. In other cases the application of section 5 will be more limited.</p>
</div><div class="x-comentable-block">
  <p>8. It is possible in some situations for a section 5 order to designate a class of organisations rather than listing individual organisations. For example, it might be considered appropriate to designate as a class those contracted to run prisons under Part IV of the Criminal Justice Act 1991, rather than listing each individual contractor. This would help reduce the number of orders needed and ensure greater consistency of coverage.</p>
</div><div class="x-comentable-block">
  <p>9. The Secretary of State must consult with each organisation, or with representative organisations, before designation can take place. In addition, Impact Assessments would have to be carried out before designating any private bodies.</p>
</div><div class="x-comentable-block">
  <p>10. Once this consultation period is completed, the responses will be analysed and policy proposals formulated. In accordance with the Act, representatives of the relevant organisations will then be consulted further. Depending on the responses to the consultations, the Government would hope that any initial section 5 order could be brought into effect by the end of the next Parliamentary session.</p>
</div><div class="x-comentable-block">
  <h3>Part 1: The case for reviewing coverage of the Act</h3>
</div><div class="x-comentable-block">
  <p>11. The Government believes that there are good reasons for reviewing coverage of the Act:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>some organisations receive large amounts of taxpayers&#8217; money to carry out functions of a public nature but are not currently subject to the Act. In fulfilling those functions it would seem appropriate that they be subject to the same scrutiny as public authorities within the scope of       the Act. To include such organisations within the scope of the Act would increase transparency in the distribution and expenditure of public funds;</li>
  </div>
  <div class="x-comentable-block">
    <li>some organisations have contracts to carry out important work that would otherwise be done by the public authority they contract with. For example, prisons run by HM Prison Service are currently covered by the Act but prisons operated by private contractors are not. The prisons provide similar services and apply similar standards regardless of whether they are run directly by the state or privately under contract;</li>
  </div>
  <div class="x-comentable-block">
    <li>access to information about a particular service may vary across the country if in some areas it is provided by a public authority, such as the local authority, and in other areas it is provided under contract by a private company or by a charity or voluntary organisation in receipt of a grant;</li>
  </div>
  <div class="x-comentable-block">
    <li>the coverage of the Act is narrower than that of the Environmental Information Regulations 2004 (EIRs). The EIRs apply to almost all the public authorities that are listed in Schedule 1 to the Act, as well as organisations that are under the control of these public authorities and are responsible for developing, managing, regulating or inspecting the environment on behalf of the public. It may be appropriate for some of the organisations that are covered by the EIRs also to be covered by the Act;</li>
  </div>
  <div class="x-comentable-block">
    <li>some non-public authorities consider that they carry out work of a public nature and would readily accept that they should be included within the scope of the Act.</li>
  </div>
</ul><div class="x-comentable-block">
  <p>12. The Government also believes that in considering how and when to extend coverage of the Act, a balance needs to be struck to ensure that the advantages of openness are considered alongside the potential impact on organisations to be covered. It will need to take account of reasons against extending coverage of the Act to at least some of the organisations to which section 5 could potentially apply. In particular:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>any review needs to take account of FOI costs and the potential effect on the cost of provision of services and the willingness of businesses to contract to deliver services in the future. The requirements of FOI could have particular implications for smaller organisations as they may have less capacity to absorb extra costs. Evidence from organisations already covered shows that complying with the requirements of the Act places additional financial and administrative burdens on the public authorities. While some costs may be offset, for example by charging for the provision of information through publication schemes and through charging for disbursements, this would not cover the majority of the set-up and running costs of FOI;</li>
  </div>
  <div class="x-comentable-block">
    <li>the Government is committed to supporting the voluntary and community sector in its provision of public services and to reducing unnecessary burdens, in particular on small businesses, and so does not wish to regulate unnecessarily.</li>
  </div>
</ul><div class="x-comentable-block">
  <p>13. The Government considers it important to balance the potential benefits of increased information access against the impact on the delivery of public services, on businesses and on the voluntary and community sector. Any decisions on section 5 orders will need to be made on a case-by-case basis in the context of the overall policy objectives. The potential impact would be discussed in the required consultation with the suggested organisations or their representatives and analysed in an Impact Assessment.</p>
</div><div class="x-comentable-block">
  <p>14. In considering whether to extend the application of the Act to organisations with functions of a public nature or to public service contractors, the Government has considered a number of alternatives to using section 5 orders to increase information access. The options considered for the use of section 5 orders and for alternatives are set out below, with some of the considerations needing to be taken into account.</p>
</div><div class="x-comentable-block">
  <p><strong>Option 1: take no action at this time.</strong> If no changes were made to the scope of the Act, the statutory right of access to information would continue to be limited to information held by those public authorities currently covered by the Act. There would be no new rights of access to information from other organisations providing public services under contract or which have functions of a public nature. As noted above, some such organisations are significantly involved in delivering public services but are under no general obligation to provide information about these activities. This may be thought anomalous and inconsistent with the objectives underlying freedom of information.</p>
</div><div class="x-comentable-block">
  <p><strong>Option 2: self-regulation by relevant organisations.</strong> Organisations that meet the conditions of section 5 of the Act would be encouraged to provide information about their public activities on a voluntary basis instead of being required by a section 5 order to make information available in accordance with the Act. One possibility would be to draw up a Code of Practice for private organisations that are providing public services. If such  a code could be agreed and generally observed, this might provide the benefits of increased access to information while minimising disruption and regulation of private organisations. The key questions that would need to be addressed are how far and how consistently organisations could be expected to abide by any non-statutory guidance and whether any sanctions could be brought to bear on organisations that failed to do so. Anecdotal evidence suggests that while some such organisations are already choosing to make information available, others are unwilling to do so.</p>
</div><div class="x-comentable-block">
  <p><strong>Option 3: build information access obligations into contracts with organisations delivering public services.</strong> This would provide for some form of information access in relation to services provided under contract, but would not be an option in relation to organisations exercising functions of a public nature in their own right, rather than under contract. Information could be supplied either directly from the contractor or by requiring the contractor to send information to the public authority that would then be accessible from them under the Act. This is likely to be less burdensome to the contractor than being designated as a public authority. Standard clauses could be produced to include conditions and exemptions similar to those found in the Act. These could be adapted to meet the individual needs of the organisation providing the service. However, there would then be the risk of inconsistency in the level of information access from different contractors. That risk would be exacerbated if it were decided to introduce such obligations only into new<br/>
contracts (since reviewing all contracts already held by public authorities would be time consuming and costly). We would need to consider whether such contracts should be enforceable not just by the public authority, but also by members of the public seeking access to information. Another<br/>
disadvantage of this option would be that enforcement would take place ultimately through civil claims for breach of contract, rather than the enforcement machinery contained in the Act.</p>
</div><div class="x-comentable-block">
  <p><strong>Option 4: introduce a single section 5 order covering a specified set of organisations.</strong> This option would increase public access to information from specific organisations that provide public services while leaving others outside the ambit of FOI. It would allow for FOI coverage to be extended only to those organisations in respect of which the government was satisfied that the benefits of information access outweighed any negative impacts. Possible criteria for identifying the most appropriate organisations to be covered by any section 5 orders are discussed in more detail in Parts 2 and 3 of this paper. It would of course be feasible to introduce further section 5 orders in future, but under this Option there would be no specific expectation on the Government to do so in the short term.</p>
</div><div class="x-comentable-block">
  <p><strong>Option 5: introduce a series of section 5 orders so as progressively to widen coverage of the Act over time.</strong> This option would provide for progressive extension of the coverage of<br/>
FOI. Designation of new public authorities could be implemented in waves by means of successive section 5 orders. Organisations could be brought within the ambit of the FOIA in order of priority; this would also allow for evaluation of the benefits of each order before any new order was made.<br/>
Rigorous impact assessment would be needed to ensure that the benefits of access to the information held by any organisation or class of organisations outweighed any negative impact, for example on their ability to work effectively.</p>
</div><div class="x-comentable-block">
  <h4><a title="Q1" name="Q1"/>Q1: Do you support extending the coverage of the FOI Act to organisations that carry out functions of a public nature and to contractors who provide services to a public authority whose provision is a function of that public authority?</h4>
</div><div class="x-comentable-block">
  <h4><a title="Q2" name="Q2"/>Q2: Of the five proposed options, which do you consider the best option? Or would some other option, or combination of options, be preferable? Please explain your reasoning.</h4>
</div><div class="x-comentable-block">
  <h3>Part 2: Organisations to be considered for coverage by the Act because they are exercising functions of a public nature</h3>
</div><div class="x-comentable-block">
  <p>15. When considering whether an organisation should be included in a section 5 order, we need to consider whether the organisation falls within the definition of section 5, that is to say whether it has functions of a public nature, or is providing under contract with a public authority any service whose provision is a function of the authority. We should then confirm at the outset that the organisation is neither already included in nor capable of being added to Schedule 1 (as explained in paragraphs 3 and 6 of this document), nor wholly owned by a public authority and therefore already covered automatically by the Act. Finally we need to consider whether it is appropriate to cover the organisation under the Act.</p>
</div><div class="x-comentable-block">
  <h4>2.1 &#8216;Functions of a public nature&#8217;</h4>
</div><div class="x-comentable-block">
  <p>16. In this part of the consultation paper we consider the first type of organisations to which section 5 relates: those that &#8216;[appear] to the Secretary of State to exercise functions of a public nature&#8217;. Determining conclusively whether or not any given organisation falls within this description can be difficult.</p>
</div><div class="x-comentable-block">
  <p>17. There is no single definition of what constitutes a function of a public nature for the purposes of the Act, either in relation to formal legal definitions or commonly accepted terms. Whether an individual organisation may lawfully be included in a section 5 order is something only the courts can determine conclusively, but some of the issues to be taken into account are outlined here in order to give a context for the consideration of appropriateness which follows.</p>
</div><div class="x-comentable-block">
  <p>18. What is perceived to be a function of a public nature partly depends on the position and perception of society and is likely to change with time. Certain functions, which may previously not have been seen as a public function, have become clearly public functions in today&#8217;s society &#8211; for example having a National Health Service. Equally some functions, once perceived as public, may today be seen as predominantly private functions.</p>
</div><div class="x-comentable-block">
  <p>19. The question of whether a person or organisation exercises &#8216;public functions&#8217; or whether a person&#8217;s activities are of such a nature that they should be subject to public law constraints, has arisen in a number of different contexts and has been the subject of consideration by the courts. An example is in determining whether a person is a &#8216;public authority&#8217; for the purposes of the Human Rights Act 1998 because certain of their functions are &#8216;functions of a public nature&#8217; (section 6 of the Human Rights Act 1998). It is anticipated that the courts would be likely to have regard to broadly similar factors in relation to section 5 of the Act as they would when determining the scope of judicial review and the Human Rights Act 1998.</p>
</div><div class="x-comentable-block">
  <p>20. Some factors which may be relevant to determining these questions - many of which have been considered by the courts in the contexts mentioned above - are identified below. The presence of one factor in any given case would not act as a reliable guide that the person in question would satisfy the test, as the question needs to be considered in all the circumstances of the particular case at hand.</p>
</div><ul>
  <div class="x-comentable-block">
    <li>the extent to which in carrying out the function in question the body is publicly funded.</li>
  </div>
  <div class="x-comentable-block">
    <li>The extent to which the organisation&#8217;s activities are underpinned by statute. For example, are an organisation&#8217;s functions recognised by or provided for in legislation? If not, does the organisation nevertheless operate under the authority of the government or of another part of the public sector?</li>
  </div>
  <div class="x-comentable-block">
    <li>Whether the organisation exercises extensive or monopolistic powers, for example, by regulating entry to a trade, profession or sport.</li>
  </div>
  <div class="x-comentable-block">
    <li>Whether the organisation&#8217;s source of power is derived from more than voluntary submission to its jurisdiction. For example, where a party has no choice but to submit to its jurisdiction if they wish to take part in a particular activity.</li>
  </div>
  <div class="x-comentable-block">
    <li>Whether the organisation seeks to achieve some collective benefit for the public, and is accepted by the public as having the authority to do so.</li>
  </div>
  <div class="x-comentable-block">
    <li>Whether the organisation participates in a significant way in the social affairs of the nation, pursuant to the public interest.</li>
  </div>
  <div class="x-comentable-block">
    <li>In the case of a regulatory organisation, whether but for the existence of that organisation, the government would inevitably have intervened to regulate the activity in question.</li>
  </div>
</ul><div class="x-comentable-block">
  <h4>2.2 Appropriateness of coverage</h4>
</div><div class="x-comentable-block">
  <p>21. Considerations that might be suitable to be taken into account under this heading include whether the organisation concerned receives public funding and whether the benefits of public access to the information held appear to outweigh any negative impacts, for example in terms of<br/>
additional burdens on resources.</p>
</div><div class="x-comentable-block">
  <h4>2.2.1 Organisation funding</h4>
</div><div class="x-comentable-block">
  <p>22. It may be appropriate to extend coverage of the Act only to those organisations that receive funding from the public purse or from fees charged as a consequence of performing a public function. Since only information relating to an organisation&#8217;s public functions would be covered by the Act, it would seem logical to specify those functions as the ones in respect of which an organisation to be included in a section 5 order should receive public funding.</p>
</div><div class="x-comentable-block">
  <p>23. There are a number of different sources of public funding for organisations, including core funding, funding for infrastructure purposes and funding to deliver specified services. Some functions of a public nature are funded by the charging of a levy. For example, the Pensions Ombudsman, who is already covered by the Act, is funded by a levy on pension providers.</p>
</div><div class="x-comentable-block">
  <h4><a title="Q3" name="Q3"/>Q3: Should some form of public funding be essential in order for an organisation to be considered for inclusion in a section 5 order, or should this be just one of a number of relevant factors to be considered?</h4>
</div><div class="x-comentable-block">
  <h4><a title="Q4" name="Q4"/>Q4: Are there any organisations or categories of organisations that do not receive public funding but that you believe should be covered by the Act? Please explain why.</h4>
</div><div class="x-comentable-block">
  <h4>2.2.2 Balancing access to information against the cost of FOI</h4>
</div><div class="x-comentable-block">
  <p>24. There is a need to strike a balance between making information available through the use of section 5, and ensuring that organisations are still able to carry out their essential functions. Some of the factors that it might be appropriate to consider in deciding whether to cover an organisation are listed below.</p>
</div><ul>
  <div class="x-comentable-block">
    <li><strong>Amount of public funding.</strong> There is a public interest in enhancing transparency in the distribution of public funds and in increasing the accountability of organisations that spend public money. There would naturally be a stronger public interest in covering organisations which receive a substantial amount of public funding for providing a function of a public nature than those which receive only a small amount of public money.</li>
  </div>
  <div class="x-comentable-block">
    <li><strong>The extent to which the function is seen as a core function of the state:</strong> There may be some functions which, although in legal terms they may constitute functions of a public nature, would not generally be viewed as among the state&#8217;s core functions.</li>
  </div>
  <div class="x-comentable-block">
    <li><strong>FoI coverage of comparable organisations within the same sector: </strong> There may be a greater public interest in bringing within the ambit of FOI organisations providing services which, in many or most other areas of the country, are provided by public authorities already covered by the Act. If most parents are able to obtain access to information under the FOI Act from their children&#8217;s school, for example, it may be regarded as anomalous that some cannot. Academies, for example, do not fall within the definition of &#8216;maintained schools within the meaning of the School Standards and Framework Act 1998&#8217; included in Schedule 1 to the Act.</li>
  </div>
  <div class="x-comentable-block">
    <li><strong>The nature of the organisation.</strong> There may be a greater public interest in covering organisations that provide services to large numbers of people; those that provide key services such as health or education; and those that have a significant degree of influence on public affairs.</li>
  </div>
  <div class="x-comentable-block">
    <li><strong>The size of the organisation.</strong> The burden of being covered by the Act may potentially be disproportionate if the organisation, or the part of the organisation providing the service, has a small number of staff. This is particularly true of those organisations that have more limited resources such as voluntary and community sector organisations or small businesses.</li>
  </div>
  <div class="x-comentable-block">
    <li><strong>Any effect on competition.</strong> Complying with the Act could adversely affect some organisations&#8217; ability to compete against other providers who are not to be covered by FOI.</li>
  </div>
  <div class="x-comentable-block">
    <li><strong>The level of existing regulation. </strong> Where an organisation is already accountable to a regulator and is held to a high degree of accountability, the public interest in the organisation being covered by FOI may be less.</li>
  </div>
</ul><div class="x-comentable-block">
  <h4><a title="Q5" name="Q5"/>Q5: Do you agree that the balance between the public interest and the potential burden of FOI is an appropriate consideration when deciding whether to cover an organisation?</h4>
</div><div class="x-comentable-block">
  <h4><a title="Q6" name="Q6"/>Q6: To what extent do you think that the factors listed, or any other factors, should be taken into account in determining whether organisations performing public functions should be brought within the ambit of the Act?</h4>
</div><div class="x-comentable-block">
  <h3>Part 3: Organisations to be considered for coverage by the Act because they provide services under contract with a public authority whose provision is a function of that authority</h3>
</div><div class="x-comentable-block">
  <p>25. In this part of the consultation paper we consider the second type of organisations: one which &#8216;is providing under a contract made with a public authority any service whose provision is a function of that authority&#8217;. Decisions about whether to designate such an organisation as a public<br/>
authority would be made on a case-by-case basis.</p>
</div><div class="x-comentable-block">
  <p>26. When considering criteria for the inclusion of such organisations in a section 5 order we need to consider the following questions:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>is the provision of the service provided under contract with a public authority a function of that authority?</li>
  </div>
  <div class="x-comentable-block">
    <li>is it appropriate to cover the organisation under the Act?</li>
  </div>
</ul><div class="x-comentable-block">
  <h4>3.1 Services whose provision is a function of a public authority</h4>
</div><div class="x-comentable-block">
  <p>27. Public authorities enter into many contracts with external organisations. Not all contracts will be to provide a service whose provision is a function of the public authority, however, and it follows that not all organisations contracting with a public authority will be suitable for designation under    section 5. The key criterion is whether the provision of that service is a function of that public authority. For example, if a local authority contracted with a private organisation to run some of its children&#8217;s homes, these might be considered services whose provision was a function of the authority. On the other hand, a contract to provide stationery or IT equipment for purposes purely internal to the public authority might not be considered as providing a service whose provision is a function of the authority. Thus there is a need to distinguish between services that the authority provides or is expected to provide as part of its functions (e.g. child protection), and those services that it commissions to enable or assist it to carry out its day to day activities (e.g. IT equipment).</p>
</div><div class="x-comentable-block">
  <p>28. Some of the factors listed earlier when considering whether an organisation exercises functions of a public nature are helpful in deciding whether a contractor is providing a service whose provision is a function of the public authority.</p>
</div><div class="x-comentable-block">
  <h4>3.2 Appropriateness of Coverage</h4>
</div><div class="x-comentable-block">
  <p>29. Even where a service provided under contract is a function of the public authority, it still might not be appropriate to designate the contractor. The benefits of public access to the information must outweigh any negative impact of designating the organisation as a public authority.</p>
</div><div class="x-comentable-block">
  <p>30. In general, a significant degree of public accountability already exists where a contractor provides a service on behalf of a public authority. The authority is still accountable for the service and will ensure that the contractor is accountable to it. Information held by the public authority about the service provision, either through the scrutiny process or through other means, will be covered by the Act. Contractors are sometimes required to provide information to the public authority if this is required for their business needs. The Office for Government Commerce has provided model contract clauses that require contractors to provide information and assistance with FOI requests.</p>
</div><div class="x-comentable-block">
  <p>31. Further, in some circumstances, information held by a contractor will be held on behalf of the public authority and therefore covered by the Act. It is therefore likely that much of the information relevant to services provided under contract is already accessible and so there will be less benefit in covering a contractor than in covering an organisation that exercises functions of a public nature in its own right.</p>
</div><div class="x-comentable-block">
  <p>32. There are also a number of potential disadvantages to covering contractors. Firstly, while most public sector bodies are established to provide a service, contractors are often businesses or voluntary and community sector organisations which choose to provide services. Having to comply with FOI may make these organisations reluctant to bid to provide services. A reduction in the number of organisations bidding to provide a service would not be in the public interest. Secondly, contractors may expect full cost recovery from the public authority. This cost could be greater than the actual cost of FOI as compensation for any perceived risk might be included.</p>
</div><div class="x-comentable-block">
  <h4><a title="Q7" name="Q7"/>Q7: Do you agree that the coverage of FOI should extend to contractors who provide services under contract with a public authority whose provision is a function of that authority? If you disagree, please give your reasons.</h4>
</div><div class="x-comentable-block">
  <h3>Part 4: The requirement to specify functions or services</h3>
</div><div class="x-comentable-block">
  <p>33. Sections 7(5) and 7(6) of the Act require that section 5 orders must specify which of the public functions of, or contracted services provided by, an organisation will be covered. Information the organisation holds which does not relate to the specified functions or services will not be covered. Many of the functions or services to be listed will be relatively straightforward, although there are a number of areas related to the running of an organisation where information could be concerned both with the function or service concerned, and with other areas. It will be important that it is agreed in consultation with the organisation how these will be handled. These include:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>staffing and disciplinary procedures</li>
  </div>
  <div class="x-comentable-block">
    <li>management and leadership, including financial management</li>
  </div>
  <div class="x-comentable-block">
    <li>project management and monitoring</li>
  </div>
  <div class="x-comentable-block">
    <li>records management.</li>
  </div>
</ul><div class="x-comentable-block">
  <p>34. In general terms, it is expected that where these issues relate to the delivery of the service or function, this would be included in the function specified for the purposes of section 5. For example, if an organisation held a board meeting at which financial decisions were taken regarding a service delivered under contract, the relevant information would be subject to FOI, but other information would not. Similarly, information about staffing and management in relation to the service or function would be subject to the Act. The established FOI exemptions would apply as appropriate in these cases.</p>
</div><div class="x-comentable-block">
  <p>35. This approach could result in additional burdens for organisations that have only part of their services or functions designated under section 5. For example, they might need to consider how best to ensure that information management systems made available the information covered by FOI. This would need to be discussed and agreed during the consultation period and reflected in the Impact Assessment.</p>
</div><div class="x-comentable-block">
  <h4><a title="Q8" name="Q8"/>Q8: Do you agree that information relating to an organisation&#8217;s administration of a public service or function, for example in the areas listed in paragraph 33, should be subject to FOI? If not, please give your reasons.</h4>
</div><div class="x-comentable-block">
  <h3>Part 5: What happens next?</h3>
</div><div class="x-comentable-block">
  <p>36. Once this consultation has finished, the Government will analyse the responses and formulate proposals on whether to extend the coverage of the Act at this stage. If the Government is minded to use the power in section 5, a list of organisations to be considered for designation will be drawn up, taking into account the consultation responses received.</p>
</div><div class="x-comentable-block">
  <h4><a title="Q9" name="Q9"/>Q9: Which organisations, or types of organisations, do you believe should be considered for inclusion in any extension of FOI under s.5 of the Act, and why?</h4>
</div><div class="x-comentable-block">
  <p>37. Before any section 5 order could be introduced, the Government would need to have consulted with the organisations proposed for designation or their representatives and with the relevant public authorities. Those public authorities and the organisations under consideration might also wish to enter into discussion between themselves. The views expressed would be taken fully into account in the drawing up of any order to be put before Parliament.</p>
</div><div class="x-comentable-block">
  <p>38. The Government would need to discuss on a case-by-case basis how much time designated organisations should have to prepare for FOI before any order took effect. Some could be ready for implementation quite quickly, either because their sponsoring public authority could offer support with implementation and the handling of requests or because they had long expected to be designated and had prepared accordingly. Others would need more time.</p>
</div>
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			<wfw:commentRss>http://www.openrightsgroup.org/consult/foi-designating-additional-public-authorities/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Data Sharing Review: A consultation on the use and sharing of personal information in the public and private sectors</title>
		<link>http://www.openrightsgroup.org/consult/data-sharing-review/</link>
		<comments>http://www.openrightsgroup.org/consult/data-sharing-review/#comments</comments>
		<pubDate>Fri, 14 Dec 2007 16:18:45 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
		
		<category><![CDATA[Commentable]]></category>

		<category><![CDATA[Consultr]]></category>

		<category><![CDATA[Data Protection]]></category>

		<category><![CDATA[Open]]></category>

		<category><![CDATA[Privacy]]></category>

		<guid isPermaLink="false">http://www.openrightsgroup.org/consult/data-sharing-review-a-consultation-paper-on-the-use-and-sharing-of-personal-information-in-the-public-and-private-sectors/</guid>
		<description><![CDATA[This review will consider whether there should be any changes to the way the Data Protection Act 1998 operates and the options for implementing any such changes. The deadline for submissions is 15 February 2008. ]]></description>
			<content:encoded><![CDATA[<div class="x-comentable-block">
  <p>This consultation ends on 15 February 2008</p>
</div><div class="x-comentable-block">
  <p>A paper produced by the Data Sharing Review. This information is also available on the <a href="http://www.justice.gov.uk/reviews/datasharing-intro.htm">Review&#8217;s website.</a></p>
</div><div class="x-comentable-block">
  <h3>Introduction</h3>
</div><div class="x-comentable-block">
  <p>On 25 October the Prime Minister asked Richard Thomas, the Information Commissioner, and Dr Mark Walport, Director of the Wellcome Trust, to carry out an independent review of the use and sharing of personal information in the public and private sectors.</p>
</div><div class="x-comentable-block">
  <p>This review will consider whether there should be any changes to the way the Data Protection Act 1998 operates and the options for implementing any such changes. It will include recommendations on the powers and sanctions available to the regulator and courts in the legislation governing data sharing and data protection. It will also make recommendations on how data sharing policy should be developed in a way that ensures proper transparency, scrutiny and accountability.</p>
</div><div class="x-comentable-block">
  <p>The recommendations will seek to take account of technological advances and strike a balance that ensures appropriate privacy and other safeguards for individuals and society, whilst enabling the sharing of information to protect the public, increasing transparency, enhancing public service delivery and reducing the burden on business.</p>
</div><div class="x-comentable-block">
  <p>This paper sets out a series of questions relating to the use of personal information by the public and private sectors. Not all of these questions will be of relevance to all respondents. However, we would be grateful if you could answer those questions that are most relevant to you.</p>
</div><div class="x-comentable-block">
  <p>Personal information is shared and used every day by both public authorities and private organisations. The scope and methods of information sharing varies greatly &#8211; ranging from an individual piece of personal information being shared once between two public authorities to the regular and wholesale sharing of personal information between two or more databases. Across this spectrum, the key question that arises &#8211; in terms of the public good (such as law enforcement, child protection or improved public services) &#8211; is what is the rationale for the sharing of personal information that is being sought. This then leads to such questions as whether the personal information being shared is being used for the purpose for which it was collected and not for incompatible purposes, and whether the amount of information being shared (and access to it) is proportionate. The safeguards needed in such situations need to be sufficient to command public trust and confidence. This consultation paper, therefore, seeks views on the scope of personal information sharing &#8211; i.e. what personal information is shared &#8211; and on the spectrum of information sharing &#8211; i.e. in what way is personal information shared.</p>
</div><div class="x-comentable-block">
  <p>We would also be grateful for any additional suggestions or observations you may have &#8211; from both the public and private sector &#8211; that you believe to be relevant to the review. We would welcome case studies of information-sharing initiatives that have been successful in delivering benefits to individuals and to society. We would also welcome frank appraisals of examples where information sharing has either not been successful or has failed to materialise &#8211; for example due to funding problems or the legal framework; due to a lack of political, institutional or cultural will; or because of public objections. We would further welcome case studies where problems were encountered in the sharing of personal information or where the sharing of such information generated unacceptable risks.</p>
</div><div class="x-comentable-block">
  <p>The consultation is aimed primarily at experts and practitioners in the field of data sharing and data protection in the public and private sectors; government departments and agencies with an interest in data sharing and privacy; the devolved administrations; the European Commission; the general public; and relevant organisations in the UK.</p>
</div><div class="x-comentable-block">
  <p>We would be grateful for responses by Friday, 15 February 2008.</p>
</div><div class="x-comentable-block">
  <h3>QUESTIONNAIRE</h3>
</div><div class="x-comentable-block">
  <p>This document assumes a working knowledge of the Data Protection Act and other relevant legislation.</p>
</div><div class="x-comentable-block">
  <h3>Section 1: Background</h3>
</div><div class="x-comentable-block">
  <h4>Question 1</h4>
</div><div class="x-comentable-block">
  <p>Please explain what your interest in information sharing is. If you have an active involvement in personal information sharing, we would be grateful for the following information:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>What kinds of personal information do you collect, hold and share?</li>
  </div>
  <div class="x-comentable-block">
    <li>How do you collect, hold and share such personal information?</li>
  </div>
  <div class="x-comentable-block">
    <li>For what purposes do you collect, hold and share such personal information?</li>
  </div>
</ul><div class="x-comentable-block">
  <h3>Section 2: Scope of personal information sharing, including benefits, barriers and risks of data sharing and data protection</h3>
</div><div class="x-comentable-block">
  <h4>Question 2</h4>
</div><div class="x-comentable-block">
  <p>What in your view are the key benefits of sharing personal information to<br/>
a) individuals and b) society? Please provide examples.</p>
</div><div class="x-comentable-block">
  <h4>Question 3</h4>
</div><div class="x-comentable-block">
  <p>What in your view are the key risks of sharing personal information to a) individuals and b) society? Please provide examples.</p>
</div><div class="x-comentable-block">
  <h4>Question 4</h4>
</div><div class="x-comentable-block">
  <p>As mentioned in the introduction, there are wide variations in the scope and methods of personal information sharing. What scope and what methods, in your view, pose the greatest opportunities or risks? Please explain the reasoning behind your response.</p>
</div><div class="x-comentable-block">
  <h4>Question 5</h4>
</div><div class="x-comentable-block">
  <p>Please provide examples of where, in your view, the public authorities hold too much data or not enough personal information, and the reasoning behind your response.</p>
</div><div class="x-comentable-block">
  <h4>Question 6</h4>
</div><div class="x-comentable-block">
  <p>Please provide examples of where, in your view, private sector organisations hold too much personal information or not enough personal information, and the reasoning behind your response.</p>
</div><div class="x-comentable-block">
  <h4>Question 7</h4>
</div><div class="x-comentable-block">
  <p>Please provide examples of cases where you believe the sharing of personal<br/>
information between two or more bodies would be beneficial, but where it is not currently taking place.</p>
</div><div class="x-comentable-block">
  <p>Please explain as fully as possible why information is not being shared, detailing what the barriers to the sharing of personal information are &#8211; e.g. legal, cultural, inancial, institutional &#8211; and how these barriers can be overcome.</p>
</div><div class="x-comentable-block">
  <h4>Question 8</h4>
</div><div class="x-comentable-block">
  <p>Please provide examples of cases where you believe that personal information is being shared between two or more bodies, but where this should not be taking place.</p>
</div><div class="x-comentable-block">
  <p>Please describe the information-sharing concerned and why you believe it should not be talking place, including the risks involved in such information-sharing.</p>
</div><div class="x-comentable-block">
  <h3>Section 3: The legal framework</h3>
</div><div class="x-comentable-block">
  <p>The Data Protection Act (DPA) regulates the processing of information, including its obtaining, holding, use and disclosure. The second principle of the DPA is as follows: &#8220;Personal data shall be obtained only for one or more specified and lawful purposes and shall not be further processed in any manner incompatible with that purpose or those purposes.&#8221;</p>
</div><div class="x-comentable-block">
  <h4>Question 9</h4>
</div><div class="x-comentable-block">
  <p>In your view, how well does the DPA work? Please outline the DPA&#8217;s main strengths and weaknesses and any proposals for changes you would like to see made, including suggestions for their implementation.</p>
</div><div class="x-comentable-block">
  <h4>Question 10</h4>
</div><div class="x-comentable-block">
  <p>In your view, how well do public authorities and private organisations adhere to the second principle of the DPA? How valuable do you believe the second principle is? Please provide examples and the reasoning behind your response.</p>
</div><div class="x-comentable-block">
  <h4>Question 11</h4>
</div><div class="x-comentable-block">
  <p>What technical, institutional or societal barriers stand in the way of the effectiveness of the DPA? Please provide examples.</p>
</div><div class="x-comentable-block">
  <h4>Question 12</h4>
</div><div class="x-comentable-block">
  <p>What further powers, safeguards, sanctions or provisions do you believe should be included in the DPA.</p>
</div><div class="x-comentable-block">
  <h4>Question 13</h4>
</div><div class="x-comentable-block">
  <p>Are there any other aspects of UK or EU law (such as EU Directive 95/46/EC) that impact positively or negatively on data sharing or data protection? Please provide examples.</p>
</div><div class="x-comentable-block">
  <h4>Question 14</h4>
</div><div class="x-comentable-block">
  <p>Are there any statutory powers unavailable that would enable better and more secure sharing of personal information &#8211; for example for identity authentication purposes &#8211; between a) public authorities and b) public authorities and private organisations? If so, what are they? Please provide examples and any steps you believe could be taken to improve matters.</p>
</div><div class="x-comentable-block">
  <h4>Question 15</h4>
</div><div class="x-comentable-block">
  <p>Are there any parts of the legal framework that place an unreasonable burden on business? Please provide examples. Please outline your proposals for streamlining the legislation to ensure that such burdens are minimised.</p>
</div><div class="x-comentable-block">
  <h3>Section 4: Consent and transparency</h3>
</div><div class="x-comentable-block">
  <h4>Question 16</h4>
</div><div class="x-comentable-block">
  <p>Is it clear whether and when you need individuals&#8217; consent to share information about them? Are you clear about the form that consent should take? Please provide examples. Please provide details of any initiative you have been involved in that has been based on consent.</p>
</div><div class="x-comentable-block">
  <h4>Question 17</h4>
</div><div class="x-comentable-block">
  <p>What, if any, barriers would a requirement for gaining consent create to the sharing of personal information? Please explain your reasoning.</p>
</div><div class="x-comentable-block">
  <h4>Question 18</h4>
</div><div class="x-comentable-block">
  <p>Do you have any suggestions on how to make the sharing of information more<br/>
transparent? For example, should individuals be given strengthened access rights? And if so, how?</p>
</div><div class="x-comentable-block">
  <p>Should organisations be expected to do more to explain their use and sharing of personal information to the public? And if so, how?</p>
</div><div class="x-comentable-block">
  <h4>Question 19</h4>
</div><div class="x-comentable-block">
  <p>How can we best ensure that information sharing policy is developed in a way that ensures proper transparency, scrutiny and accountability? For example: In your view, how valuable is the Information Commissioner&#8217;s recently published Framework code of practice for sharing personal information. In your view, how valuable are privacy impact assessments along the lines<br/>
announced by the Information Commissioner on 11 December?</p>
</div><div class="x-comentable-block">
  <h3>Section 5: Technology</h3>
</div><div class="x-comentable-block">
  <h4>Question 20</h4>
</div><div class="x-comentable-block">
  <p>What impact in your view have technological advances had on the sharing and<br/>
protection of personal information? Please provide examples.</p>
</div><div class="x-comentable-block">
  <h4>Question 21</h4>
</div><div class="x-comentable-block">
  <p>Should the law mandate specific technical safeguards for protecting personal<br/>
information? For example, should there be an explicit requirement that all personal information held on portable devices be encrypted to a particular standard?</p>
</div><div class="x-comentable-block">
  <h4>Question 22</h4>
</div><div class="x-comentable-block">
  <p>How, in your view, could &#8216;privacy enhancing techniques&#8217;, such as the anonymisation or pseudonymisation of personal information, help safeguard personal privacy, whilst facilitating activities such as performing medical research? Is sufficient advice about the deployment of such techniques available? Are you confident about using them? What are the barriers to using them?</p>
</div><div class="x-comentable-block">
  <h3>Section 6: International comparisons</h3>
</div><div class="x-comentable-block">
  <h4>Question 23</h4>
</div><div class="x-comentable-block">
  <p>Are you aware of any jurisdictions whose legal framework for sharing and protecting personal information contains features that could be useful in a UK context? Please provide examples.</p>
</div><div class="x-comentable-block">
  <h4>Question 24</h4>
</div><div class="x-comentable-block">
  <p>Do you have any international examples of good practice in the sharing of personal information that could or should be adopted by the UK?</p>
</div><div class="x-comentable-block">
  <h4>Question 25</h4>
</div><div class="x-comentable-block">
  <p>Do you have any knowledge of jurisdictions that have adopted a particularly<br/>
permissive or restrictive approach to sharing personal information? What have the consequences of this been?</p>
</div><div class="x-comentable-block">
  <h4>Question 26</h4>
</div><div class="x-comentable-block">
  <p>Are you aware of significant differences in public attitudes to the sharing of personal information in other countries? Please provide examples and an explanation for why you believe this to be the case.</p>
</div><div class="x-comentable-block">
  <h3>Section 7: Additional questions</h3>
</div><div class="x-comentable-block">
  <h4>Question 27</h4>
</div><div class="x-comentable-block">
  <p>Are there any additional issues on the sharing of personal information and protection of personal information that this review should be considering? Do any of these issues apply specifically to your sector?</p>
</div><div class="x-comentable-block">
  <h4>Question 28</h4>
</div><div class="x-comentable-block">
  <p>Please set out any additional suggestions or observations you have that you believe will be of assistance to the review.</p>
</div>
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		</item>
		<item>
		<title>The Byron Review</title>
		<link>http://www.openrightsgroup.org/consult/the-byron-review/</link>
		<comments>http://www.openrightsgroup.org/consult/the-byron-review/#comments</comments>
		<pubDate>Mon, 22 Oct 2007 10:52:34 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
		
		<category><![CDATA[Closed]]></category>

		<category><![CDATA[Commentable]]></category>

		<guid isPermaLink="false">http://www.openrightsgroup.org/consult/the-byron-review/</guid>
		<description><![CDATA[The Byron Review is an independent review of the risks to children from exposure to potentially harmful or inappropriate material on the internet and in video games, under the auspices of the Department for Children, Schools and Families and the Department for Culture Media and Sport.

Deadline for submissions is Friday 30 November 2007, so please comment now to give us maximum time to author our response. ]]></description>
			<content:encoded><![CDATA[<div class="x-comentable-block">
  <h3>TO ADD YOUR OWN COMMENT OR VIEW OTHER COMMENTS, CLICK ON THE BLUE BAR. THIS SERVICE IS IN BETA - PLEASE ALSO FEEDBACK ON BUGS AND SUGGESTED FUNCTIONS.</h3>
</div><div class="x-comentable-block">
  <p>Launch Date 9 October 2007. Respond by 30 November 2007</p>
</div><div class="x-comentable-block">
  <p>The Byron Review is an independent review of the risks to children from exposure to potentially harmful or inappropriate material on the internet and in video games. This consultation calls for evidence from all groups and individuals. The Byron Review is an independent review supported by officials from the Department for Children, Schools and Families and the Department for Culture Media and Sport.</p>
</div><div class="x-comentable-block">
  <p>Skip to:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>
      <a href="#context">Context and Introduction to the Review</a>
    </li>
  </div>
  <div class="x-comentable-block">
    <li>
      <a href="#questions">Questions to answer</a>
    </li>
  </div>
</ul><div class="x-comentable-block">
  <p>
    <a title="context" name="context"/>
  </p>
</div><div class="x-comentable-block">
  <h4>Context</h4>
</div><div class="x-comentable-block">
  <p>1.1 The Prime Minister, Secretary of State Children Schools and Families and Secretary of State Culture Media and Sport announced on 6 September 2007 that Dr Tanya Byron, consultant clinical psychologist, would conduct an independent review of the risks to children from exposure to potentially harmful or inappropriate material on the internet and in video games.</p>
</div><div class="x-comentable-block">
  <p>The objectives of the review are:<br/>
To undertake a review of the evidence on risks to children&#8217;s safety and wellbeing of exposure to potentially harmful or inappropriate material on the internet and in video games.</p>
</div><div class="x-comentable-block">
  <p>To assess the effectiveness and adequacy of existing measures to help prevent children from being exposed to such material and help parents understand and manage the risks of access to inappropriate content, and to make recommendations for improvements or additional action.</p>
</div><div class="x-comentable-block">
  <p>Further details are available at: <a href="www.dcsf.gov.uk/byronreview">www.dcsf.gov.uk/byronreview</a></p>
</div><div class="x-comentable-block">
  <p>The review will conclude with a report to the Secretaries of State at the end of March 2008. Dr Tanya Byron will be supported by a team of officials from the Departments for Children Schools and Families and Culture, Media and Sport.</p>
</div><div class="x-comentable-block">
  <p>This call for evidence has been launched to gather information and advice from the widest possible range of people involved with the issues of the review. It is open to any interested person.  Responses will be received and considered directly by the Review team and should not assume knowledge of any prior positions established in correspondence with the Departments. Details on how to submit your responses and views can be found later in this document. The Review will also be launching <a href="www.dcsf.gov.uk/byronreview">targeted consultation activity on these issues for children and young people</a>.</p>
</div><div class="x-comentable-block">
  <h3>2 Introduction</h3>
</div><div class="x-comentable-block">
  <p>2.1 Children and young people are at the heart of this review. Video games and the internet are an established part of most children and young people&#8217;s lives, providing huge benefits and opportunities but also presenting potential risks. The Review&#8217;s starting point is that risks are a reality of life and that it is important that children and young people learn to understand, assess and manage risks as part of growing up. Nevertheless, some levels of risk may simply be unacceptable and the Review will explore how we can promote shared responsibility for the safety and wellbeing of children and young people.</p>
</div><div class="x-comentable-block">
  <p>Play and exploration are essential to healthy child development and positive childhood experiences, and rapidly changing technologies mean new and exciting play and learning opportunities are now available to our children. To make sure that playing video games is healthy, happy and fun, we need to check that games are suitable for the children who play them. This Review will look at video games in all their forms: hard copy, download and played online.</p>
</div><div class="x-comentable-block">
  <p>The Review will also be looking more widely at material and experiences available to children on the internet. The internet is a global community that is expanding at a phenomenal and exhilarating pace and with ever-changing ways of accessing it, including through new mobile technologies. Like the front door of a house, the internet is a portal to the community beyond. And while going online can offer children many new and positive experiences, they need to be prepared for what they might find on the web and helped to enjoy it and benefit from it safely. Just as we show our children how to use the local shop by walking the route with them, teaching them how to cross the road and how to spot potential danger, so we need to show them how to find their way safely and confidently around the internet.  But we also need to feel confident that this virtual community has its own system of rules, safety checks and local people who care about protecting our children just as much as we hope those outside our front door do.</p>
</div><div class="x-comentable-block">
  <p>Throughout the review process we will seek to balance the value of qualitative and quantitative evidence with the views and experiences of all those who are affected by the issues under consideration.  Everyone can contribute and the Review team has no doubt that strong opinions will be expressed alongside facts and evidence. The views, attitudes and beliefs we will hear have a significant role to play in our assessment and analysis because of the crucial role they will play shaping the social and cultural context of our work and recommendations.</p>
</div><div class="x-comentable-block">
  <p>Key questions for the review are:</p>
</div><div class="x-comentable-block">
  <p>What are the benefits and opportunities that new technologies offer for children, young people, their families, society and the economy?</p>
</div><div class="x-comentable-block">
  <p>What are the potential or actual risks to children&#8217;s safety and wellbeing of going online and playing video games and how do children, young people and parents feel about those risks?</p>
</div><div class="x-comentable-block">
  <p>To what extent do children, young people and parents understand and manage those risks and how can they be supported to do so?</p>
</div><div class="x-comentable-block">
  <p>What, if anything, could be changed in order to help children, young people and parents manage the potential or actual risks of going online or playing video games, and what are the pros and cons of different approaches?</p>
</div><div class="x-comentable-block">
  <p>Over the course of the Review the team will consider views gathered from a wide range of stakeholders: parents, children and young people (0-18); those involved in the welfare, education and safety of children; the academic and research community; the video gaming industry; gamers; the internet industry (producers, content aggregators, web hosts, internet service providers, search and navigation providers, consumer device manufacturers and retailers and the representative bodies of these groups); advertising and retail bodies; government agencies; other statutory and non-statutory public bodies and third sector organisations.</p>
</div><div class="x-comentable-block">
  <p>This Review will consider all potentially harmful or inappropriate material that children and young people might access or experience online or in video games. The Review will not tackle the existence of illegal content or activity online given that there is legislation and enforcement activity in place to address this &#8211; for example: online grooming of children, the creation and distribution of abusive images of children, under-age online gambling or content that incites racial or religious hatred. Nevertheless, the recommendations of the Review will no doubt be relevant to protecting children and young people from such illegal content and activity, because the primary objective of the Review is to help children, young people and parents understand, assess and manage the potential risks of going online and playing video games.  The Review will also need to take into account the emergence of new ways of accessing the internet and video games such as mobile technology to ensure that the analysis and recommendations remain relevant in the future.</p>
</div><div class="x-comentable-block">
  <p>This Review will not cover television content as there is already extensive statutory regulation in this area, but the team welcomes any contributions on this or other areas where there may be lessons, examples or comparative approaches which would deepen our understanding of the issues.</p>
</div><div class="x-comentable-block">
  <p>We welcome all feedback and opinions and would encourage any person with views relating to this review to participate. Respondents do not need to answer all of the questions. This call for evidence closes at 5pm on Friday 30 November.  In addition to this call for evidence, the Review will also be launching targeted consultation activities for children and young people.</p>
</div><div class="x-comentable-block">
  <p>
    <a title="questions" name="questions"/>
  </p>
</div><div class="x-comentable-block">
  <h3>3 CALL FOR EVIDENCE</h3>
</div><div class="x-comentable-block">
  <p>3.1 This document sets out some key questions on which the Review Team would particularly welcome responses. The objectives for this Call for Evidence and other consultation activity that the Review will undertake are to:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>Gather a range of opinions from children, young people, parents, people who work with children and young people to ensure their welfare, safety and education and all those with knowledge of the video gaming and internet industries;</li>
  </div>
  <div class="x-comentable-block">
    <li>Highlight issues on which the Review should focus its attention, shaping the direction that the Review takes over the forthcoming months;</li>
  </div>
  <div class="x-comentable-block">
    <li>Gather evidence that the Review Team can use to develop its analysis, helping the team to make the most of existing research and minimise duplication.</li>
  </div>
</ul><div class="x-comentable-block">
  <p>There are three sections:</p>
</div><ol>
  <div class="x-comentable-block">
    <li>Video Gaming;</li>
  </div>
  <div class="x-comentable-block">
    <li>The Internet;</li>
  </div>
  <div class="x-comentable-block">
    <li>General comments</li>
  </div>
</ol><div class="x-comentable-block">
  <p>The sections are organised under four key themes, as follows:</p>
</div><ul>
  <div class="x-comentable-block">
    <li>Benefits and opportunities</li>
  </div>
  <div class="x-comentable-block">
    <li>Understanding the potential risks</li>
  </div>
  <div class="x-comentable-block">
    <li>Helping children, young people and parents manage the risks</li>
  </div>
  <div class="x-comentable-block">
    <li>Need and potential for improvement and change</li>
  </div>
</ul><div class="x-comentable-block">
  <h4>3.2 - Section One: VIDEO GAMING</h4>
</div><div class="x-comentable-block">
  <p>The increasing sophistication of video game technology, the availability of video games for download online as well as on the high street and the emergence of interactive, online gaming, all bring new opportunities and potential for children&#8217;s learning, enjoyment and development. They also could present new potential risks for children and young people, which need to be understood and, as necessary, managed.</p>
</div><div class="x-comentable-block">
  <p>Video games can be accessed and played in different ways: hard copy games (e.g. those bought from a shop; borrowed from a friend); games downloaded from the internet; games played on the internet with others across the world.  All questions below relate to all of these ways of playing video games.</p>
</div><div class="x-comentable-block">
  <p>Benefits and opportunities</p>
</div><div class="x-comentable-block">
  <p>Video games offer our children valuable play and learning opportunities. They are generated by a highly creative and successful industry in the UK and internationally.</p>
</div><div class="x-comentable-block">
  <p>1. What are the benefits of video games to:</p>
</div><div class="x-comentable-block">
  <p>a) children and young people,</p>
</div><div class="x-comentable-block">
  <p>b) society,</p>
</div><div class="x-comentable-block">
  <p>c) the economy?</p>
</div><div class="x-comentable-block">
  <p>For example: what evidence is there of children and young people&#8217;s enjoyment of video games and their role in enhancing their development (e.g. cognitively, emotionally, socially and economically etc.)?</p>
</div><div class="x-comentable-block">
  <p>2. What are the opportunities presented by video games to</p>
</div><div class="x-comentable-block">
  <p>a) children and young people,</p>
</div><div class="x-comentable-block">
  <p>b) society,</p>
</div><div class="x-comentable-block">
  <p>c) the economy?</p>
</div><div class="x-comentable-block">
  <p>For example: in what ways can video and online games be used to support children&#8217;s learning and development in the future?</p>
</div><div class="x-comentable-block">
  <h4> 3.3 - Understanding the potential risks</h4>
</div><div class="x-comentable-block">
  <p>Children and young people playing video games, individually or with others may have experiences that challenge or unsettle them or be affected in other ways. Understanding, assessing and managing risks are essential life skills that can mediate and enhance the impact of such experiences.</p>
</div><div class="x-comentable-block">
  <p>3. What are the potential and actual risks to children and young people who engage with video games and how should the Review approach defining and measuring the risks?</p>
</div><div class="x-comentable-block">
  <p>For example: what evidence is there of the impact on children and young people&#8217;s emotional and social development and their behaviour from playing video games?</p>
</div><div class="x-comentable-block">
  <p>Risk can mean many things to many people (e.g. is it harm or is it offence?) We would welcome evidence, views and experiences on useful ways of classifying risks, for example in relation to a child&#8217;s age, stage of development or experience.</p>
</div><div class="x-comentable-block">
  <p>4. What do</p>
</div><div class="x-comentable-block">
  <p>a) children and young people and</p>
</div><div class="x-comentable-block">
  <p>b) parents</p>
</div><div class="x-comentable-block">
  <p>know already about the potential and actual risks of playing video games?</p>
</div><div class="x-comentable-block">
  <p>For example: what are the experiences of children, young people and parents of the potential risks of video gaming?</p>
</div><div class="x-comentable-block">
  <p>5. What do</p>
</div><div class="x-comentable-block">
  <p>a) children and young people and</p>
</div><div class="x-comentable-block">
  <p>b) parents</p>
</div><div class="x-comentable-block">
  <p>think and feel about the potential and actual risks of playing video games?</p>
</div><div class="x-comentable-block">
  <p>For example: are children, young people and parents concerned or indifferent about the potential or actual risks that may come from playing video games?</p>
</div><div class="x-comentable-block">
  <h4> 3.4 - Helping children, young people and parents manage risks</h4>
</div><div class="x-comentable-block">
  <p>Children, young people and parents will probably use a range of techniques to manage the potential risks of video gaming. These might include using the mechanisms that are in place to help manage the access that children and young people have to video games in the first place. This is largely based on an age-rating system which is partly voluntary and partly required by law. Given the availability of games online (both to download or play with the involvement of others across the world) other mechanisms used to protect children and young people on the internet are also likely to be relevant to video gaming.</p>
</div><div class="x-comentable-block">
  <p>6. What are the range of mechanisms that exist to help children, young people and parents manage the potential or actual risks of playing a) hard copy video games b) games downloaded from the internet c) games played on line? For example: classification systems; internet filtering of inappropriate content; kitemarks etc.</p>
</div><div class="x-comentable-block">
  <p>7. To what extent do</p>
</div><div class="x-comentable-block">
  <p>a) children and young people and</p>
</div><div class="x-comentable-block">
  <p>b) parents</p>
</div><div class="x-comentable-block">
  <p>understand and use the video games age classification system and/or other descriptions of content?</p>
</div><div class="x-comentable-block">
  <p>For example, do they understand the meaning of letters, numbers and symbols on game packaging and are they able to judge the content of online games before playing them?</p>
</div><div class="x-comentable-block">
  <p>8. In what other ways do</p>
</div><div class="x-comentable-block">
  <p>a) children and young people and</p>
</div><div class="x-comentable-block">
  <p>b) parents</p>
</div><div class="x-comentable-block">
  <p>seek to manage perceived risks of video gaming and how do they feel about their ability to do so? For example, playing together, taking an interest (&#8220;shoulder surfing&#8221;), time limited play, restricted access, filtering, open discussion etc.</p>
</div><div class="x-comentable-block">
  <p>9. How well do these different approaches and mechanisms work? For example, do they give children, young people and parents the confidence and ability to manage risks and get the most out of video games and online gaming?</p>
</div><div class="x-comentable-block">
  <p>10. What roles do the retail and advertising sectors play in supporting children, young people and parents to manage potential and actual risks in playing video games? For example: how are games marketed and sold to children and young people, etc?</p>
</div><div class="x-comentable-block">
  <p>11. What opportunities exist for children, young people and parents to learn about safe, responsible and fulfilling video game playing &#8211; and do they help?</p>
</div><div class="x-comentable-block">
  <p>For example: is there access to learning opportunities at home, with the family, in schools and colleges or provided by the video gaming and internet industries?</p>
</div><div class="x-comentable-block">
  <h4> 3.5 - Need and potential for improvement and change</h4>
</div><div class="x-comentable-block">
  <p>The review needs to understand the full range of views on how systems could be developed to increase the ability of children, young people and parents to manage the potential and actual risks of video gaming, where necessary.  The review is also keen to understand the potential contribution of new developments in technology to this.</p>
</div><div class="x-comentable-block">
  <p>12. What, if anything, could be changed in order to help children, young people and parents manage the potential or actual risks of playing</p>
</div><div class="x-comentable-block">
  <p>a) hard copy video games</p>
</div><div class="x-comentable-block">
  <p>b) games downloaded from the internet</p>
</div><div class="x-comentable-block">
  <p>c) games played on line,</p>
</div><div class="x-comentable-block">
  <p>and what are the pros and cons of different approaches? For example: in terms of knowledge and awareness; physical and virtual safety mechanisms; and reduction or enhancement of regulatory systems etc</p>
</div><div class="x-comentable-block">
  <p>13. What are the emerging opportunities for developing other ways of supporting children, young people and parents? For example, what developments in soft or hardware might benefit children, young people and parents in managing the potential or actual risks, especially as the ways in which they use technology change.</p>
</div><div class="x-comentable-block">
  <h3>3.6 - Section Two: THE INTERNET</h3>
</div><div class="x-comentable-block">
  <p>Benefits and opportunities</p>
</div><div class="x-comentable-block">
  <p>There is no doubt that the internet has already brought a huge range of benefits &#8211; it has changed the way we communicate at every level and has opened up new worlds of possibilities for us as individuals and societies.</p>
</div><div class="x-comentable-block">
  <p>14. What are the benefits of the internet to</p>
</div><div class="x-comentable-block">
  <p>a) children and young people,</p>
</div><div class="x-comentable-block">
  <p>b) society,</p>
</div><div class="x-comentable-block">
  <p>c) the economy?</p>
</div><div class="x-comentable-block">
  <p>For example, what evidence is there of the learning and developmental benefits for children and young people and the role of the internet in enabling them to reach their full potential?</p>
</div><div class="x-comentable-block">
  <p>15. What are the opportunities presented by the internet for</p>
</div><div class="x-comentable-block">
  <p>a) children and young people,</p>
</div><div class="x-comentable-block">
  <p>b) society,</p>
</div><div class="x-comentable-block">
  <p>c) the economy?</p>
</div><div class="x-comentable-block">
  <p>For example, how might the internet be used to support children&#8217;s learning and development in the future?</p>
</div><div class="x-comentable-block">
  <h4> 3.3 - Understanding the potential risks</h4>
</div><div class="x-comentable-block">
  <p>Children and young people playing video games, individually or with others may have experiences that challenge or unsettle them or be affected in other ways. Understanding, assessing and managing risks are essential life skills that can mediate and enhance the impact of such experiences.</p>
</div><div class="x-comentable-block">
  <p>3. What are the potential and actual risks to children and young people who engage with video games and how should the Review approach defining and measuring the risks?</p>
</div><div class="x-comentable-block">
  <p>For example: what evidence is there of the impact on children and young people&#8217;s emotional and social development and their behaviour from playing video games?</p>
</div><div class="x-comentable-block">
  <p>Risk can mean many things to many people (e.g. is it harm or is it offence?) We would welcome evidence, views and experiences on useful ways of classifying risks, for example in relation to a child&#8217;s age, stage of development or experience.</p>
</div><div class="x-comentable-block">
  <p>4. What do</p>
</div><div class="x-comentable-block">
  <p>a) children and young people and</p>
</div><div class="x-comentable-block">
  <p>b) parents</p>
</div><div class="x-comentable-block">
  <p>know already about the potential and actual risks of playing video games?</p>
</div><div class="x-comentable-block">
  <p>For example: what are the experiences of children, young people and parents of the potential risks of video gaming?</p>
</div><div class="x-comentable-block">
  <p>5. What do</p>
</div><div class="x-comentable-block">
  <p>a) children and young people and</p>
</div><div class="x-comentable-block">
  <p>b) parents</p>
</div><div class="x-comentable-block">
  <p>think and feel about the potential and actual risks of playing video games?</p>
</div><div class="x-comentable-block">
  <p>For example: are children, young people and parents concerned or indifferent about the potential or actual risks that may come from playing video games?</p>
</div><div class="x-comentable-block">
  <h4> 3.4 - Helping children, young people and parents manage risks</h4>
</div><div class="x-comentable-block">
  <p>Children, young people and parents will probably use a range of techniques to manage the potential risks of video gaming. These might include using the mechanisms that are in place to help manage the access that children and young people have to video games in the first place. This is largely based on an age-rating system which is partly voluntary and partly required by law. Given the availability of games online (both to download or play with the involvement of others across the world) other mechanisms used to protect children and young people on the internet are also likely to be relevant to video gaming.</p>
</div><div class="x-comentable-block">
  <p>6. What are the range of mechanisms that exist to help children, young people and parents manage the potential or actual risks of playing a) hard copy video games b) games downloaded from the internet c) games played on line? For example: classification systems; internet filtering of inappropriate content; kitemarks etc.</p>
</div><div class="x-comentable-block">
  <p>7. To what extent do</p>
</div><div class="x-comentable-block">
  <p>a) children and young people and</p>
</div><div class="x-comentable-block">
  <p>b) parents</p>
</div><div class="x-comentable-block">
  <p>understand and use the video games age classification system and/or other descriptions of content?</p>
</div><div class="x-comentable-block">
  <p>For example, do they understand the meaning of letters, numbers and symbols on game packaging and are they able to judge the content of online games before playing them?</p>
</div><div class="x-comentable-block">
  <p>8. In what other ways do</p>
</div><div class="x-comentable-block">
  <p>a) children and young people and</p>
</div><div class="x-comentable-block">
  <p>b) parents</p>
</div><div class="x-comentable-block">
  <p>seek to manage perceived risks of video gaming and how do they feel about their ability to do so? For example, playing together, taking an interest (&#8220;shoulder surfing&#8221;), time limited play, restricted access, filtering, open discussion etc.</p>
</div><div class="x-comentable-block">
  <p>9. How well do these different approaches and mechanisms work? For example, do they give children, young people and parents the confidence and ability to manage risks and get the most out of video games and online gaming?</p>
</div><div class="x-comentable-block">
  <p>10. What roles do the retail and advertising sectors play in supporting children, young people and parents to manage potential and actual risks in playing video games? For example: how are games marketed and sold to children and young people, etc?</p>
</div><div class="x-comentable-block">
  <p>11. What opportunities exist for children, young people and parents to learn about safe, responsible and fulfilling video game playing &#8211; and do they help?</p>
</div><div class="x-comentable-block">
  <p>For example: is there access to learning opportunities at home, with the family, in schools and colleges or provided by the video gaming and internet industries?</p>
</div><div class="x-comentable-block">
  <h4> 3.5 - Need and potential for improvement and change</h4>
</div><div class="x-comentable-block">
  <p>The review needs to understand the full range of views on how systems could be developed to increase the ability of children, young people and parents to manage the potential and actual risks of video gaming, where necessary.  The review is also keen to understand the potential contribution of new developments in technology to this.</p>
</div><div class="x-comentable-block">
  <p>12. What, if anything, could be changed in order to help children, young people and parents manage the potential or actual risks of playing</p>
</div><div class="x-comentable-block">
  <p>a) hard copy video games</p>
</div><div class="x-comentable-block">
  <p>b) games downloaded from the internet</p>
</div><div class="x-comentable-block">
  <p>c) games played on line,</p>
</div><div class="x-comentable-block">
  <p>and what are the pros and cons of different approaches? For example: in terms of knowledge and awareness; physical and virtual safety mechanisms; and reduction or enhancement of regulatory systems etc</p>
</div><div class="x-comentable-block">
  <p>13. What are the emerging opportunities for developing other ways of supporting children, young people and parents? For example, what developments in soft or hardware might benefit children, young people and parents in managing the potential or actual risks, especially as the ways in which they use technology change.</p>
</div><div class="x-comentable-block">
  <h3>3.6 - Section Two: THE INTERNET</h3>
</div><div class="x-comentable-block">
  <p>Benefits and opportunities</p>
</div><div class="x-comentable-block">
  <p>There is no doubt that the internet has already brought a huge range of benefits &#8211; it has changed the way we communicate at every level and has opened up new worlds of possibilities for us as individuals and societies.</p>
</div><div class="x-comentable-block">
  <p>14. What are the benefits of the internet to</p>
</div><div class="x-comentable-block">
  <p>a) children and young people,</p>
</div><div class="x-comentable-block">
  <p>b) society,</p>
</div><div class="x-comentable-block">
  <p>c) the economy?</p>
</div><div class="x-comentable-block">
  <p>For example, what evidence is there of the learning and developmental benefits for children and young people and the role of the internet in enabling them to reach their full potential?</p>
</div><div class="x-comentable-block">
  <p>15. What are the opportunities presented by the internet for</p>
</div><div class="x-comentable-block">
  <p>a) children and young people,</p>
</div><div class="x-comentable-block">
  <p>b) society,</p>
</div><div class="x-comentable-block">
  <p>c) the economy?</p>
</div><div class="x-comentable-block">
  <p>For example, how might the internet be used to support children&#8217;s learning and development in the future?</p>
</div><div class="x-comentable-block">
  <h4>3.7 - Understanding the potential risks</h4>
</div><div class="x-comentable-block">
  <p>Realising the full benefits of engagement with any community relies on being able to understand, assess and manage the risks as well as the opportunities that being part of community presents.  Most children and young people will engage with the internet either individually, with peers or with adults.  At times they may have experiences that challenge or unsettle them or which affect them in other ways. Understanding, assessing and managing risks are essential life skills that can mediate and enhance the impact of such experiences.</p>
</div><div class="x-comentable-block">
  <p>16. What are the potential and actual risks to children and young people who use the internet and how should the Review approach defining and measuring those risks?</p>
</div><div class="x-comentable-block">
  <p>For example, what evidence is there that the things children and young people see or experience online can have a negative impact on their emotional and social development or their behaviour?</p>
</div><div class="x-comentable-block">
  <p>Risk can mean many things to many people (e.g. is it harm or is it offence?) We would welcome evidence, views and experiences on useful ways of classifying risks, for example in relation to a child&#8217;s age, stage of development or experience.</p>
</div><div class="x-comentable-block">
  <p>17. What do</p>
</div><div class="x-comentable-block">
  <p>a) children and young people and</p>
</div><div class="x-comentable-block">
  <p>b) parents</p>
</div><div class="x-comentable-block">
  <p>already know about the potential and actual risks of using the internet? For example: what are the experiences of children, young people and parents of the risks of going online?</p>
</div><div class="x-comentable-block">
  <p>18. What do</p>
</div><div class="x-comentable-block">
  <p>a) children and young people and</p>
</div><div class="x-comentable-block">
  <p>b) parents think and feel about the potential and actual risks of using the internet? For example: are children, young people and parents concerned or indifferent about the potential or actual risks that may come from going online?</p>
</div><div class="x-comentable-block">
  <h4> 3.8 - Helping children, young people and parents manage risks</h4>
</div><div class="x-comentable-block">
  <p>At present a range of mechanisms are in place to help manage the access that children have to content and experiences on the internet. There is a framework in place that defines illegal content. Other mechanisms exist across all parts of the internet, from content producer through to end consumer, that can help children, young people and parents manage risks</p>
</div><div class="x-comentable-block">
  <p>19. What are the range of mechanisms that exist to help children, young people and parents manage the potential or actual risks of engaging with the internet?</p>
</div><div class="x-comentable-block">
  <p>For example:</p>
</div><div class="x-comentable-block">
  <p>content labelling and filtering;</p>
</div><div class="x-comentable-block">
  <p>user community agreements and acceptable use policies;</p>
</div><div class="x-comentable-block">
  <p>take down policies;</p>
</div><div class="x-comentable-block">
  <p>demonstrating and rewarding positive community behaviour;</p>
</div><div class="x-comentable-block">
  <p>moderation, kitemarking or age-related classification systems etc.</p>
</div><div class="x-comentable-block">
  <p>20. Are children, young people and parents aware of the tools available and to what extent do they use them? For example, what data is there of access to and use of different tools (e.g. reported complaints, software sales) and what evidence is there of user satisfaction with those tools?</p>
</div><div class="x-comentable-block">
  <p>21. In what other ways do</p>
</div><div class="x-comentable-block">
  <p>a) children and young people and</p>
</div><div class="x-comentable-block">
  <p>b) parents</p>
</div><div class="x-comentable-block">
  <p>seek to manage the perceived risks of using the internet and how do they feel about their ability to do so? For example, using filtering systems or other technology, taking part, monitoring, supervising (&#8220;shoulder surfing&#8221;); restricting access in other ways; open discussion about online activity and experiences.</p>
</div><div class="x-comentable-block">
  <p>22. How well do these different approaches and mechanisms work?</p>
</div><div class="x-comentable-block">
  <p>For example, what evidence is there of user satisfaction with the different approaches and do they give children, young people and parents the confidence and ability to manage risks and get the most out of using the internet?</p>
</div><div class="x-comentable-block">
  <p>23. What roles do the retail and advertising sectors play in child safety online?</p>
</div><div class="x-comentable-block">
  <p>For example: how is the internet and means of accessing it marketed and sold to children and young people and what role does online advertising play?</p>
</div><div class="x-comentable-block">
  <p>24. What opportunities exist for children, young people and parents to learn about safe, responsible and fulfilling internet use &#8211; and do they help?</p>
</div><div class="x-comentable-block">
  <p>For example: is there access to learning opportunities at home, with the family, in schools and colleges or provided by industry?</p>
</div><div class="x-comentable-block">
  <h4>3.9 - Need and potential for improvement and change</h4>
</div><div class="x-comentable-block">
  <p>The review needs to understand the full range of views on how the system could be developed to increase the ability of children, young people and parents to manage the potential and actual risks of engagement with the internet while maintaining and enhancing its opportunities and benefits.  The review is also keen to understand the potential contribution of new developments in technology to this.</p>
</div><div class="x-comentable-block">
  <p>25. What, if anything, needs to be changed in order to help children, young people and parents manage the potential or actual risks of going on line and what are the pros and cons of different approaches?</p>
</div><div class="x-comentable-block">
  <p>For example: in terms of knowledge and awareness; physical and virtual safety mechanisms; and reduction or enhancement of regulatory systems etc</p>
</div><div class="x-comentable-block">
  <p>26. What are the emerging opportunities for developing other ways of supporting children, young people and parents?</p>
</div><div class="x-comentable-block">
  <p>For example, what developments in soft or hardware might benefit children, young people and parents in managing the potential or actual risks of going online as the way they use technology changes?</p>
</div><div class="x-comentable-block">
  <h3> 3.10 - Section Three: GENERAL</h3>
</div><div class="x-comentable-block">
  <p>A key challenge for the Review will be to make recommendations which can keep pace with the emergence of new technologies, including the increasing diversity of &#8216;ways in&#8217; to the internet through mobile technology.</p>
</div><div class="x-comentable-block">
  <p>27. What impact will new ways of accessing media have on the questions being considered in this review? For example, the use of mobile phones or other technology to access games and the internet.</p>
</div><div class="x-comentable-block">
  <p>3.11<br/>
The Review Team would welcome any other thoughts, comments and contributions to this Call for Evidence.</p>
</div><div class="x-comentable-block">
  <h3>4 - How To Respond</h3>
</div><div class="x-comentable-block">
  <p>You can respond <a href="www.dcsf.gov.uk/consultations">on-line</a> or in writing (to DCSF, Area 1A, Castleview House, Runcorn, Cheshire, WA7 2GJ) or by <a href="mailto:evidence.byronreviewATdcsf.gsi.gov.uk">email</a>.</p>
</div><div class="x-comentable-block">
  <h3> 5 - Additional Copies</h3>
</div><div class="x-comentable-block">
  <p>Additional copies are available electronically and can be <a href="www.dcsf.gov.uk/consultations">downloaded</a></p>
</div><div class="x-comentable-block">
  <h3>6 - Plans for making results public</h3>
</div><div class="x-comentable-block">
  <p>This consultation will be used as evidence for the review, and will be published at the end of March 2008, on the DCSF website.</p>
</div>
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			<wfw:commentRss>http://www.openrightsgroup.org/consult/the-byron-review/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Sharing Personal Information (ICO)</title>
		<link>http://www.openrightsgroup.org/consult/sharing-personal-information-ico/</link>
		<comments>http://www.openrightsgroup.org/consult/sharing-personal-information-ico/#comments</comments>
		<pubDate>Fri, 24 Aug 2007 09:16:40 +0000</pubDate>
		<dc:creator>Michael</dc:creator>
		
		<category><![CDATA[Closed]]></category>

		<category><![CDATA[Commentable]]></category>

		<category><![CDATA[Data Protection]]></category>

		<category><![CDATA[Open Government]]></category>

		<category><![CDATA[Privacy]]></category>

		<guid isPermaLink="false">http://www.openrightsgroup.org/consult/?p=14</guid>
		<description><![CDATA[<strong> Deadline for submissions: 1 October 2007 </strong>

Government is convinced one solution to law enforcement and public services difficulties is the creation of ever-larger data sets, containing our most personal information. Yet these typically insecure databases are a honey-pot for fraudsters, ID thieves and other nefarious powers. Thankfully, the Information Commissioner's Office - whose remit ranges from data protection and electronic communications to freedom of information and environmental regulations - is developing a code of practice to help local authorities, the police and others understand the application or data protection guidelines to information sharing. This document is particularly valuable given the continued expansion by-stealth of official data-sharing powers. Please help us respond to their consultation by sharing your thoughts on the draft code. ]]></description>
			<content:encoded><![CDATA[<div class="x-comentable-block">
  <p>
    <strong>TO ADD YOUR OWN COMMENT OR VIEW OTHER COMMENTS, CLICK ON THE BLUE BAR. THIS SERVICE IS IN BETA - PLEASE ALSO FEEDBACK ON BUGS AND SUGGESTED FUNCTIONS.</strong>
  </p>
</div><div class="x-comentable-block">
  <h3> Framework code of practice for sharing personal information</h3>
</div><div class="x-comentable-block">
  <h3> Content</h3>
</div><div class="x-comentable-block">
  <p>About the Code</p>
</div><div class="x-comentable-block">
  <p>Code of practice recommended content:<br/>
1. Deciding to share personal information<br/>
2. Fairness and transparency3. Information standards<br/>
4. Retention of shared information<br/>
5. Security of shared information<br/>
6. Access to personal information<br/>
7. Freedom of Information<br/>
8. Review</p>
</div><div class="x-comentable-block">
  <p>Appendix 1 &#8211;Other relevant guidance from the Information Commissioner.</p>
</div><div class="x-comentable-block">
  <h3> About the Code:</h3>
</div><div class="x-comentable-block">
  <h4> Why a framework code of practice?</h4>
</div><div class="x-comentable-block">
  <p>The Information Commissioner&#8217;s first statutory duty is to promote the following of good practice in the handling of personal information. &#8216;Good practice&#8217; means practice that appears to the Commissioner to be desirable, having regard to the interests of individuals and the organisations that process personal information about them. Good practice includes, but is not limited to, compliance with the requirements of the Data Protection Act 1998.</p>
</div><div class="x-comentable-block">
  <p>The Commissioner has produced this framework code to help organisations to adopt good practice when sharing information about people. The framework code is intended to be of use to all organisations involved in information sharing. Using the framework code will help organisations to ensure that they address all the main data protection compliance issues that are likely to arise when personal information is being shared. This in turn should help front-line practitioners to make well-informed decisions about sharing personal information.</p>
</div><div class="x-comentable-block">
  <h4> The benefits of using the framework code of practice</h4>
</div><div class="x-comentable-block">
  <p>The framework code breaks down compliance with a fairly complex piece of legislation into a series of logical steps. These should be easy for you to follow in practice, even if you&#8217;re not a data protection expert. Organisations will face different compliance issues, and may adopt their own approaches to dealing with them. However, using the framework code should help organisations to develop a common understanding and a consistency of approach.</p>
</div><div class="x-comentable-block">
  <p>Producing your own code of practice, and using it, will help you to establish good practice an to comply with the law. It will also help you to strike the balance between sharing personal information and protecting the people it&#8217;s about. This should engender the trust of the public and ensure that they understand, and participate in, your information sharing initiatives. Following a good quality code of practice will also give your staff the confidence to make well informed decisions, reducing the considerable uncertainty that can surround information sharing.</p>
</div><div class="x-comentable-block">
  <p>Ultimately, the following of good practice will make your information sharing more effective and will enhance the reputation of your organisation in the eyes of the people you handle information about.</p>
</div><div class="x-comentable-block">
  <h4> What do we mean by &#8216;information sharing&#8217;?</h4>
</div><div class="x-comentable-block">
  <p>There are two main sorts of information sharing. The first involves two or more organisations sharing information between them. This could be done by giving access to each others&#8217; information systems or by setting up a separate shared database. The second involves the sharing of information between the various parts of a single organisation, for example between a local authority&#8217;s various departments. The content of the framework code should be relevant to both sorts of information sharing.</p>
</div><div class="x-comentable-block">
  <p>The framework code is for use primarily in circumstances where information is being shared on a routine, systematic basis. However in some cases information is shared in a more ad hoc way. For example, a teacher might decide to share information with a social worker because there is concern about a particular child&#8217;s welfare. The framework code is not intended for use in circumstances like that, although professionals may still find it useful.</p>
</div><div class="x-comentable-block">
  <h4> How to use the framework code of practice.</h4>
</div><div class="x-comentable-block">
  <p>This framework should be used by organisations that want to produce their own codes of practice for sharing information. It says what content a code of practice should have if it is to support good practice in the sharing of personal information. Organisations using the framework code must populate it with their own detailed content, reflecting their own business needs. Where a number of organisations are working collaboratively on an information sharing project, it is important that any codes of practice do not contradict each other or overlap confusingly. In many cases it is best to have a single code of practice that all the organisations involved in the information sharing comply with.</p>
</div><div class="x-comentable-block">
  <p>We recognise that different organisations have different needs, depending on the sort of information sharing they&#8217;re involved in. Some of the framework&#8217;s content won&#8217;t be relevant to some organisations. We expect a considerable degree of flexibility in how the framework is used. For example, some organisations will use it to produce a stand-alone document, whilst others may want to integrate some or all of its content into their existing policies and procedures. The content of this document could also be used as a checklist for an organisation to evaluate its existing policies and procedures.</p>
</div><div class="x-comentable-block">
  <p>The Information Commissioner will endorse a code of practice based on the framework provided it addresses all its substantive content. For a code to be meaningful it must be adhered to in practice. In order to provide an endorsement we would normally expect an organisation to agree to our auditing compliance with its code.</p>
</div><div class="x-comentable-block">
  <p>Drawing up a code and following its recommendations in practice cannot guarantee compliance with the Data Protection Act 1998. However, adherence to a properly drafted code of practice would constitute a significant step to achieving compliance with the Act.</p>
</div><div class="x-comentable-block">
  <p>Each part of the framework code begins with a clear statement of what the Act requires. However, some of the content of the framework code goes beyond the strict legal requi