10. Transition to Other Municipal Services

Description of the case submitted to the SAMT-BU project

Who submitted this as a case

The case was mentioned in the original MedFin application and has been raised several times by other municipalities, among others through the Professional and Prioritisation Committee.
The City of Oslo has carried out a pre-project and has held a supplier conference where the topic was also touched upon. This is registered as a separate case (https://docs.samt-bu.no/en/behov/use-cases/18-saarbare-barn-skolen/). That case has been incorporated into this description.

Brief description of the case (what is this / what is it about?)

For the municipality to be able to provide comprehensive follow-up of pupils with various challenges, it is necessary to retrieve data from many sources and several different line-of-business systems in the municipality, compile information about the child/pupil and the measures that have been considered and implemented, and update measures and information across all the actors’ systems.
The case borders on many similar cases, for example the need to transfer data between municipalities and the need to make data available to parents and guardians. To keep it manageable within the scope of SAMT-BU, the case has therefore been scoped to cover the transfer of data between actors within the municipality/county authority.

What problem does the case address / What works poorly today?

Today, the services’ legal duties and users’ rights can be experienced as being in conflict with each other (e.g. the statutory duty of prevention and early intervention, comprehensive and coordinated follow-up vs the right to privacy with associated rules for information sharing). The legal provisions for information sharing, confidentiality and the user’s independent «age of consent» also vary between the services and across the course of childhood and education. There is a great need for more clarity and a simpler overview. Uncertainty does not produce good practices.

Consent-based information sharing is a self-evident and important prerequisite for good follow-up, but shortcomings in motivation and in linguistic, cultural and digital competence among users can be an obstacle to necessary consents.
Data that forms the basis for comprehensive follow-up is currently held in different line-of-business systems. Collaboration solutions exist, for example VISMA Samspill, but they require the municipality to stick with VISMA as the supplier of all line-of-business systems. (Visma samspill: https://minflyt.no/samhandlingsverktoy )

Another challenge with the interdisciplinary collaboration tools that exist today (such as DIPS samspill, BTI stafettlogg and others) is that access is limited to the person (MinID), not the role. This enables access across services/organisations, but prevents managers from allocating and reallocating, as well as approving (functions that e.g. websak has). The manager/head teacher is responsible for ensuring that measures and tasks belonging to their own organisation are followed up and that statutory interdisciplinary coordination is safeguarded. The manager/head teacher must therefore have the necessary access to be able to maintain an overview, allocate, reallocate and approve. Access/access management must be tied to roles, not just persons.

Where do breakdowns in information flow or responsibility occur?

The breakdowns occur in the transitions between systems. Often this also coincides with transitions between actors (e.g. PPT and school), but it also includes transfers of information between systems within the actors (for example between the archive system and the line-of-business system).

The fact that data does not flow freely means that a lot of manual work has to be done, which, in addition to being a direct waste of resources, also increases the risk of errors. In addition, there is always a risk that important information is never shared when the systems do not communicate well with each other.

Who are the primary actors affected

• The child/young person and the parents and guardians who do not receive the services they are entitled to
• Other relatives who do not get access to digital systems, e.g. foster parents. (A solution is being worked on here, but they must be remembered so that they are not left out at an early stage)
• The municipalities/county authorities that are unable to fulfil their statutory duty of prevention and early intervention, comprehensive and coordinated follow-up.
• Caseworkers who have to spend unnecessary time gathering information and do not get access to the data they need to do a good job.
• System vendors who supply today’s solutions

What could a desired situation (dream journey) look like?

The goal must be to make it possible for data to flow freely between the actors within the framework set by the regulations, without the municipality being locked into having the same vendor supply all casework solutions.

This entails shared information and data models and that data is available across all the solutions.

Varying/lacking competence in the services about the possibilities and limitations of information sharing is currently one of the bottlenecks. A digital system containing functions for simple legal guidance would be very useful.

Insight work

The City of Oslo, through the Education Agency (UDE), has carried out a project «Comprehensive pupil follow-up/pupil flow (school–PPT)». The pre-project has carried out extensive insight work to shed light on how coherent services, transitions and better data quality and efficiency can be created.

They say:
Through the insight phase, we have prepared a recommendation for what should form the basis of a new digital solution to support the joint work of the school and PPT in ensuring that pupils gain satisfactory benefit from their education.

The goal is for the solution to contribute to:

• Better collaboration between school, PPT and parents and guardians
• Efficiency and quality through shared data and standardised processes
• Secure access management and a clear workflow

Schools, parents and guardians and various departments in PPT have participated actively in the work. We have had close dialogue to ensure that the solution provides a comprehensive and coherent service. The result is a foundation that shows opportunities to remove time wasters, improve management data and strengthen the quality of the pupil’s learning outcomes through closer and more seamless collaboration. The project’s deliverables can also lay the foundation for further work in other projects. Comprehensive pupil follow-up (school–PPT) can be used both during and afterwards.

In June 2026, the project held a market dialogue – the dialogue conference «Elevflyt» (pupil flow), 18 June 2026. The presentation from the conference covers the needs, the recommended direction for a new digital solution and the input from the vendors. It has not yet been published on this site; contact the project for access.

Sharing data across line-of-business systems is also a topic in the work under way in KS Digital on the joint procurement of childhood and education administrative systems.

Which of the project’s objectives do we consider the case to address?

For SAMT-BU this is a good case. It addresses the following objectives:

• Shared information models and standardised interfaces that over time cover “all” areas and sectors.
• Reusable solutions and shared solutions
• Simpler user journeys for staff, parents and guardians, pupils and students throughout the learning pathway – from kindergarten to primary and lower secondary school, upper secondary and higher education.
• Collaboration and innovation across public and private actors in the ecosystem, and increased competition in the market.
• Long-term goals of lifelong learning, etc.

A little about implementation

The problem area described by the case is large and extensive and affects a number of different actors. Several initiatives are also under way in the sector that look at the same or related issues. The fact that there are vendors who have partly solved this within «their» ecosystem complicates the picture further. At the same time, the case represents exactly the kind of issues SAMT-BU should work on.

An initial mapping phase should therefore be carried out with the following activities:

• Review the insight work carried out by the City of Oslo
• Look at other ongoing work, e.g. the approach to joint procurement of childhood and education administrative systems and what Digi Møre og Romsdal has developed with its concept «Samstemt»
• Map actors, solutions and vendors
• Map the regulations governing the relationship between the actors
• Choose a focus area for a further pilot, find partners and estimate resource needs for the next phase.

Even though the case is a legal minefield, it is a good SAMT-BU case precisely because it is possible to focus on the format in which the data is to be exchanged rather than solving the entire legal question first. One concrete track to investigate is whether further development of the FIKS protocol could be a solution.