TO ADD: Strategy notes

UK DISABILITY STRATEGY

The shift to digital has presented its own challenges because the accessibility of services are variable (Disability Unit, 2021; p.90).

The government’s UK Disability Strategy (Disability Unit et al, 2021) points out that there is a long term challenge of capability to create services and content that is accessible to everyone (p.91).

There is a high level of demand for people with the skills to produce accessible digital content from within both the public and private sectors, creating a skills shortage. This has been dubbed the ‘Accessible Technology Skills Gap’ (Disability Unit, 2021; p.91).

P.91 copy the creating a profession text

Making digital content accessible requires making the content clear and simple enough that most people can use it without needing to adapt it, and support those who need to adapt it, including those who use assistive technology and screen readers (Disability Unit, 2021; p.90).

UK DIGITAL STRATEGY 

The UK Digital Inclusion Strategy (Department for Digital, Culture, Media and Sport, 2022) makes reference to digital accessibility and it being important if we are to reduce digital exclusion and meet all user needs. However, it makes no reference to education towards this, only that one of the many organisations working to make digital content more accessible is AbilityNet. The Digital Inclusion Strategy focuses its attention on helping people to get online and develop the skills to be able to use the internet rather than on accessible content creation.

The web and digital content has transformed almost every aspect of public, private and work life and is a vital part of our economy (Cabinet Office and Government Digital Service, 2014).

The digital skills gap is estimated to cost the economy £63 billion per year in lost potential gross domestic product (GDP), resulting in a workforce inadequately equipped to meet the demands of the digital age (Department for Digital, Culture, Media and Sport, 2022; Cabinet Office and Government Digital Service, 2014; Science and Technology Committee, 2016).

Digital skills, as well as access to digital infrastructure and accessibility, are fundamental to addressing barriers associated with digital exclusion (Department for Digital, Culture, Media and Sport, 2022).

The Institute for Apprenticeships and Technical Education is continuing to explore the need for new standards with employers. We are working closely with stakeholders in the digital sector to identify opportunities for improvements that support digital growth (Department for Digital, Culture, Media and Sport, 2022).

SKILLS CRISIS REPORT 

The  government’s Digital Skills Crisis Report (Science and Technology Committee, 2016) refers specifically to digital skills in schools and asserts that addressing the digital skills crisis starts with our education system. It states ‘if the workforce is to be future proofed, education in the UK much be designed to equip everyone with a strong….. crucial to prepare today’s young learners for a future economy (p.24).

The Digital Skills Crisis Report (Science and Technology Committee, 2016) refers to the research of the Royal Society who identified the central importance of education as the engine of a more digitally skilled workforce. They found that students who were only exposed to digital education in designated ICT classes suffered a distinct disadvantage when compared to those whose schools chose to mainstream technology and digital skills across the curriculum (Science and Technology Committee, 2016; p.24).

The Digital Skills Crisis Report (Science and Technology Committee, 2016) refers to Ofsted reporting that poor teacher capability and lack of resources accounted for significant weaknesses in delivering parts of the ICT curriculum (p.25).

To ensure digital education in schools keeps pace with business needs in the evolving tech industry, the Digital Skills Crisis Report (The Digital Skills Crisis Report (Science and Technology Committee, 2016) recommended that the government work with the technology partnership to establish a regular forum for employers to raise and discuss priorities for ensuring the computing curriculum and its teaching stay up to date, to help ensure the subject provides a foundation for a broader range of digital careers (p.26).

Digital Skills Crisis Report (The Digital Skills Crisis Report (Science and Technology Committee, 2016) refers to a report by the British Computing Society that found many teachers struggle to deliver the computing curriculum, as well as research by the University of Cambridge that showed that some teachers lack confidence to integrate technology across the curriculum (p.27).

It is absolutely vital that teachers are sufficiently equipped and confident to teach digital subjects (Science and Technology Committee, 2016; p. 27).

Many teachers lack the required subject knowledge and pedagogical knowledge they need to teach digital skills, so highest on the agenda should be ‘what can we do to support that workforce as best we can (Science and Technology Committee, 2016; p.28).

Digital skills are increasingly essential for industry sectors, and schools will need to invest in upskilling teachers so that digital skills can become more mainstream, rather than a standalone subject. They point out that the government seems to treat computer science as a separate subject rather than a mechanism to enhance learning access across other subject disciplines (Science and Technology Committee, 2016; p.28).

Every student must have the education that enables them to participate and contribute to the growing digital economy (Science and Technology Committee, 2016; p.38).

The Skills Crisis Report recommends that the government increase its investment in teacher training as a long term commitment (Science and Technology Committee, 2016; p.28).

If students have ill-informed misperceptions, they need to be tackled head on as early as possible in their school years (Science and Technology Committee, 2016; p.31).

The education sector should develop and adapt their efforts to meet the changing needs of the digital economy (Science and Technology Committee, 2016; p.34).

The Digital Skills Crisis Report found that the digital skills crisis is present in all stages of the education and training pipeline (Science and Technology Committee, 2016; p.34).

The gap between the digital skills that children and young people take into their working lives and the skills actually needed by the digital economy demonstrate that the problem is more than simply demand our stripping supply (Science and Technology Committee, 2016; p.35).

Digital exclusion has no place in 21st Century Britain (Science and Technology Committee, 2016; p.36).

We must equip the next generation not just with the skills that we know industry needs today but also with the skills they will need for a future not yet imagined (Science and Technology Committee, 2016; p.36).