What should we value in the 21 century. An Oxford conference explores the impact of the metaverse, climate change, and social inequality on the values we hold. Values that are closely linked to FE.In late January 2023 I took part in a conference on values and value, at the Blavatnik School of Government, Oxford. It was a great privilege. During my career in FE, the pressures on the sector were such that it was hard to find the time to reflect on wider values, other than a conviction that vocational education was beneficial to the learner, and under-rated, yet vital for the future of society.The white paper from the conference has just been circulated to participants. I hope it will be more widely published.The good news is that in discussions on business practice and public policy for the 21st century, there was a forceful, pervasive argument in support of the future role for further education. The white paper recommends the use of further education colleges as spaces in which to run collaborative experiments and conversations. ‘We recommend further education colleges as places that have strong links to and understanding of the communities in which they are based’. This is a rare acknowledgment of what we in FE understand but is rarely recognised in the policy community. ‘They are typically established in those communities, with good relationships with local businesses and other local employers, and knowledge of the skills base and potential of the communities.’Concept of Colleges as civic ‘anchors’This is very much in line with our concept of Colleges as civic ‘anchors’ (e.g. FE News, April 2020). There was also an understanding of the pressure on us: ‘There is no small irony in the fact that further education colleges have recently been brought together under the direct control of the Treasury’.Delegates came from far and wide. Jointly organised by the University of Oxford, the Blavatnik School of Government, the Saïd Business School, Oxford Internet Institute, the Fraunhofer Centre for International Management & Knowledge Economy (IMW), Global Solutions, the New Institute, Hamburg, it drew scholars from around the world. With 134 delegates the conversation ranged widely.One focus was to ‘reassert the centrality of moral values for the conduct of human life and to explore the role of values in policy and business decision-making’.This is in a context of threats from a climate crisis, environmental degradation, geopolitical tensions, misinformation, loss of trust, and growing inequality on a national and global scale.We took the premise that moral values are not rules, they are established by socialisation and storytelling. Consequently, they vary between cultures. What are the chances of a universal protocol? Sadly, the focus of nations has for many years been overwhelmingly on economic growth and GDP. Yet some businesses are moving on from purely profit maximisation towards new concepts of the economy that provides benefits for the future. There is an increasing literature on ‘altruistic leadership’, and value-based policy making, which reconsiders notions of ‘prosperity’. Increasingly calls for a greener future are accompanied by consideration of a ‘just transition’ where biological survival is accompanied by decreased social inequality, towards amplifying the voices of those who are less powerful. Again, Further Education is central to this ‘Solutions must be designed at a local level, with participation by multiple stakeholders, including local government, businesses, charities, education providers, and local people’.Values, of course, can be manipulated. Hence the second focus of the summit, the need for digital governance. The metaverse presents a challenge to traditional values. At presentillegal, or simply toxic, content and misinformation can easily spread online, companies collect and exploit the customer data that is supplied mostly unwittingly through digital transactions and activities. (This manipulati...

Wales first Anti Racism Curriculum – miniseries: Having explored the concept of ‘unfiltering’ histories and our curriculums, this final article introduces you to the reimagined anti-racist curriculum.I remember listening to an interview with one of the greatest innovators of our time, Steve Jobs. I have always been captivated by his imagination and vision. His story is one which certainly inspires me and to this day, I still find his product launch videos fascinating. What set him apart from the rest was his ability to make functionality simple and beautiful. His early forays were in design. He was intrigued by fonts, looking to refine them and make them more appealing. Font designs in 1970s were incredibly pragmatic, a world where the typewriter was regarded as a highly advanced form of word processing. Whilst the world around him was built in rigid blocks, he wanted to make curves. But not at the expense of practicality, on the contrary, could beauty provide more? Between 1997 and 2001, the slogan for Apple was to ‘think different’. When discussing the new Apple store (which opened in 2001), he explained that he had asked his designers to forget every store they had been in, to forget how they were laid out. He wanted a store that was purely ‘Apple’. He said, ‘Apple stores are not just intended to move boxes, but to enrich lives.’ I am sure you can remember how different the Apple store was, indeed, it reimagined the purpose of shop on a high-street… I could go on and talk about the iPhone! Crafting an Antiracist Curriculum for Lasting ChangeIn my career I have seen so many attempts to think differently. ‘New’ initiatives, ‘new’ ideas… If I’m being brutally honest, most (and I do mean the vast majority) fall back into the same pragmatic blocks. At best, you might get a block wrapped in a curved package, but it soon turns back into a block under the pressure of the load it needs to bear. If we really want to change things, we really do need to think differently. In designing a new antiracist curriculum, I have been privileged to work with an immensely talented pool of ideas from our Black and Minority ethnic communities. A pool of talent that has been locked for generations. It has led me to reflect on how many ideas have been locked and lost over the last 100 years?Inspired by the approach of Steve Jobs (who was half Syrian by the way!), I worked with a team to create a truly reimagined curriculum. As a group we ‘forgot’ what previous curriculum design would suggest and begun to imagine what this new curriculum could be. Not only did we want this to be a new antiracist curriculum, we wanted it to define how future curriculums would be constructed. It needed to be practical, easy to use and stunningly beautiful. A curriculum that people would want to come back to and be inspired by. Lofty goals, however, if you are going to make something new – you should aim for it to be the very best! The first question was what would this curriculum look like? As a significant footnote, I would like to thank the Welsh Government for their support and trust in this project. As well as providing the substantive funding, they have recognised from day one the necessity of ‘thinking differently’ and for this project being led by those who have a real lived experience of racism. Coming back to the question, this curriculum would need to look engaging. It would need to attract people (all people) to want to learn. With this in mind, we operated on a simple principle, this would be a curriculum ‘for all of us’. Whilst built to directly meet the needs of the further education sector in Wales, it aimed to provide something for everyone to connect with.I am a great believer in things happening for a reason and at the right time. Just over one year ago, I was working on a small project which involved using virtual world/metaverse technology. We had to create a short immersive experience and I remember seeing the immense...

Empowering our younger generations with digital skillsIn this article, Elizabeth Anderson highlights the pressing need to equip younger generations with essential digital skills and access in today’s technology-driven world, outlining the necessary steps to achieve this goal.Digital skills and access are crucial in today’s technology-driven world, without which young individuals may face barriers to educational opportunities, limiting their ability to acquire knowledge and keep pace with the rapidly evolving digital world.Access to essential digital skills is becoming paramount for individuals to participate fully in society and the economy, however, a concerning reality persists in the United Kingdom, where a significant number of individuals lack the necessary digital skills, leading to digital poverty and exclusion.In fact, research shows that around three in four youth lack the critical skills needed for employment by companies.A report from UNICEF revealed that across 92 countries, nearly three-quarters of 15- to 24-year-olds lack the skills required to thrive in future employment opportunities, and in Europe, one in three 13-year-olds students lack basic digital skills when directly tested, according to a report from the European Commission.Digital inclusion encompasses not only having access to digital resources but also possessing the necessary skills to navigate and participate in the digital landscape. However, it is evident that this is not applicable to a high percentage of today’s youth.Beyond the impact on individuals, limited digital access and skills impedes the economy: SMEs rely on skilled workers to thrive in the digital economy. Without access to a pool of digitally literate individuals, businesses may struggle to innovate and achieve sustainable growth.Through a promotion of digital inclusion and empowering our younger generation with digital skills, young people would gain access to a range of benefits. They can contribute to the growth and innovation of SMEs, fostering economic development and creating more employment opportunities.EDUCATIONDigital access plays a critical role in the education of the youth, particularly in light of COVID-19 which has caused a shift to increased online-learning. With this shift, access to a laptop or computer, as well as a stable internet connection, has become essential.Furthermore, proficiency in using digital skills and platforms is vital for effective online learning – without these, students may struggle to navigate online learning platforms, collaborate with peers, or adapt to digital teaching methods. As a result, their ability to fully engage with the curriculum may be compromised.The repercussions of limited digital access and skills and education can extend to a child’s later life, hindering their prospects for future career advancement.JOB ACCESSAccess to digital skills and resources from a young age is vital for future employment and opportunities in today’s digital economy. As the workplace continues to evolve, digital literacy has become a necessity in many industries.Basic tech skills have become a prerequisite in many job sectors, even in traditionally non-technical fields. In fact, a record 92 per cent of businesses say that having a basic level of digital skills is important for their employees. Additionally, 88 per cent of young people (ages 16-24) believe that digital skills will be essential to their careers.The majority of job applications are now found online and without both the resources, connection and skill needed to access them, individuals can be excluded from a large amount of job opportunities before they even apply.Furthermore, the rise of hybrid and remote working models underline the importance of digital skills in terms of job accessibility – the ability to navigate digital tools and platforms has become essential for effective communication, collaboration and productivity.Access to digital resources and early education i...

The end of August sees the annual tradition of anxious students and their loved ones waiting on the publication of their exam results. This year marks a return to normalcy after pandemic disruptions.However, uncertainty exists regarding outcomes, particularly in terms of top grades. While many seek university admission, financial concerns and job necessity is leading some students to question its value. It’s clear that further education is at a crossroads, inviting scrutiny and debate over its worth amid ongoing challenges.This week anticipation and anxiety continue to build in many households across the country – the countdown to A Level and GCSE results is on. Following recent years of pandemic disruption, 2023 represents the start of a new normal, with strong indications that we will be returning to pre-pandemic grading standards in England and fewer numbers of students achieving top grades.Debating the Value and Funding of University EducationFor many students awaiting A-level results, their thoughts will be on whether they’ll secure their university places, though this certainly won’t be the path for everyone next week. According to Ipsos’ research, just over half of parents with children in education say that going to university is worth it (52%). However, with the ongoing cost of living crisis, historically high university fees, and questions around the value of some courses, it is perhaps not surprising that a quarter (25%) of Britons and 20% of parents don’t think it’s worth a young person in their family going to university.Financial concerns are cited as the key reasons for questioning the value of a university education; high fees, incurred debt and general living expenses are cited as three of the four top reasons. And the perennial issue of tuition fees is unlikely to fade anytime soon, irrespective of the results of the next general election. While abolishing fees altogether (21%) is a preferred option for one in five Britons, other suggestions attract comparative levels of support. For example, similar proportions state a preference for reducing the limit on fees (rather than abolishing completely) or replacing fees with a graduate tax (22% and 19% respectively). Smaller minorities of the public would prefer that that limit on fees should be kept at current levels (11%) or indeed increased (6%).Perceptions of University Education Aside from financial concerns, there’s also a belief among some people that a university education is not necessary in order for young people to get a job. In light of the Prime Minister’s recently announced plans to cap the numbers of “rip off” university courses and to focus on outcomes including job prospects, it is telling that the value which the UK public attach to different types of courses varies enormously: over eight in ten Britons (85%) feel it is generally worth a young person going to university to study medicine, sciences, law, dentistry or engineering. In contrast, more people say that it is not worth a young person going to university to study media studies, philosophy, classics or fashion than say it is worth it.Given this range of views, it is unsurprising that the public is divided over whether we currently have the ‘right number’ of young people going to university. A third of Britons think too many young people go to university (32%), with a similar proportion thinking about the right amount go (29%), whilst another one in five would like to see more (19%). There are notable differences by political persuasion, with those voting Conservative at the last general election far more likely than those who voted Labour to believe that too many young people are going to university.Challenges and Concerns Surrounding University Costs, Equality, and Public Perceptions Despite these differences, a concern that the majority of people share is around the impact of costs in discouraging people from poorer backgrounds from attending university (73% expressing concern). Indeed, w...

Is The Rise And Rise Of Homeschooling Explained By Advances In Tech?T his is the first article in a two-part series on homeschooling. In this mini-series, I shall challenge the assertion that the reason for the meteoric growth in home education was Covid and suggest it was down to an assortment of factors; the alluring ‘pull’ of studying at home and the uncomfortable ‘push’ driving students out of the school environment. In this first article, we look at the background behind the rise in home education and the ‘pull’ factors.UNDER THE RADARI was intrigued recently by the increased level of interest in home education learners applying to use Kloodle, the digital skills development platform. After a flurry of Googling, I was surprised to discover that a whopping 3.7 million young people, and rising, are currently being homeschooled in the US, almost 7% of the school-age population. Similarly, in the UK, passing under the media radar somewhat, there has been a surge in homeschooling, the popularity of which, as you can see from the graph below, shot up rapidly during the Covid-19 pandemic when schools were forced to close for several months, disrupting the education of millions of children. The number of children registering for home education in the UK has increased four-fold since 2008, although only accounts for 1% of the population of schoolchildren.WAS THE RISE ALL DUE TO THE IMPACT OF COVID?Many councils have quoted the outbreak of Covid as the principal reason for the increase in home education; it gave students an opportunity to taste a lifestyle where they were able to study from the comfort of their own home. However, despite Covid restrictions being lifted and schools re-opening, many parents have opted to commence or continue to homeschool their children and, as the graph above shows, numbers have carried on growing post-lockdown.Although the pandemic has been a convenient excuse used by councils and governments to explain the sustained rise in home education, there are other assorted ‘push’ and ‘pull’ factors at play.THE ‘PULL’ FACTORS: THE BENEFITS OF HOMESCHOOLINGThe world has changed immeasurably since the days when the US author and educator John Holt first unveiled the philosophy of what he referred to as “ unschooling ” or “autonomous education” in the 1970s. His belief was that if you give a child the freedom to follow their own interests, allied with a rich assortment of resources, they will do the actual learning themselves. Following his methodology, homeschoolers today can, for example, develop and fine tune research skills and learn how to ‘ think like a scientist’ .Also, homeschooling can boost overall well-being; Wolsey Hall Oxford’s recent survey found that 91.5% of parents believe that their child’s wellbeing has improved since they opted for home-schooling.Historically, one of the big stumbling blocks has been that ‘home ed’ can prove difficult for parents to manage; some guardians do the teaching themselves but it’s hard to be a teacher as well as a parent. And what if the children are brighter than their parents? A popular solution to avoid this conflict is for some parents to adopt a role of being a ‘ Chief Learning Officer’ , where they don’t teach but instead ‘cause to learn’ through encouragement or facilitation.This way home-ed can be ‘child-led’ so that as well as completing syllabus tasks, the children also learn about prioritisation and problem-solving. Being self-directed involves higher level skills; this fits in with a lifelong learning philosophy and self-motivation. The focus is on skill development; for example, understanding the principles of maths and language, rather than on accumulation of knowledge.One of the big criticisms of homeschooling has been that homeschooled children are ‘ out of society ’ and find it hard to make relationships . In life, people need social interactions and friends. However, the landscape here has changed. There is so much...

Lessons from T Levels: Why links with employers must be at the heart of prison educationAs students prepare to receive their A-level, T-level and other vocational results on Thursday, Novus’ Amina Bodhania reflects on how employer engagement should also be an integral part of prison educationNext week, young people up and down the country will be receiving their Level 3 results and preparing to either progress to higher education, further education or employment. While much of the focus will be on those students who have studied A Levels, even more young people will be receiving technical qualifications such as BTECs and T Levels – the government’s flagship technical education alternative to A Levels.Launched in 2020, T Levels combine classroom learning with an extended work placement of at least 315 hours, offering young people the opportunity to gain the knowledge and skills that will lead straight to employment in sectors such as engineering and manufacturing, construction and healthcare. The purpose of introducing T Levels was twofold. First, the government’s ambition was to signal a shift in the perception of technical routes and to provide an aspirational A Level equivalent for learners who wanted to acquire more practical skills. Second, and perhaps most importantly, T Levels have been designed in collaboration with employers, ensuring that technical education options equipped learners with the skills that employers need them to have when they enter the workforce.This alignment between technical education and employers makes complete sense and addresses feedback from employers about the critical importance of preparing young people for the world of work. And while aligning further education with employment is conducive for developing the skills the economy requires, it is equally important when it comes to ensuring that offenders can gain the skills that will lead to the stable employment upon release that is so crucial to breaking cycles of reoffending.VITAL SKILLS FOR SECURING FUTURE EMPLOYMENTAccording to a 2019 Ministry of Justice report, the total economic and social cost of reoffending stands at a staggering £18.1 billion each year. While reducing reoffending requires collaboration across the justice sector to rehabilitate offenders, one key component is prison education, which is proven to reduce reoffending by 7.5 percentage points. This is in no small part down to the fact that it equips offenders – many of whom have had previous poor experiences of education, with over half having achieved the literacy levels expected of an 11 year old – with the vital skills required for securing future employment.But while finding stable employment after release is an important factor in preventing an individual from reoffending, at present only 17% of prison leavers are being employed six months after release . This is a statistic which we at Novus are determined to improve. With more than three decades of experience in working with individuals distant from the labour market, Novus is an established and trusted partner of choice. And as part of the LTE Group, which also includes The Manchester College, higher education institution UCEN Manchester and training providers Total People and MOL, our strong relationships with employers across the country make us uniquely placed to do build lasting, impactful relationships with partners.GREATER COLLABORATION REQUIREDIt is clear that greater collaboration is required between prison education providers and employers, in much the same vein as we are now seeing in technical further education. To achieve this, innovation is key. Building on the successful launch of the first apprenticeships for prisoners last year , this collaboration is something that Novus is already starting to embed into its curricula and programmes, so that on release they are equipped with the skills, knowledge, and experience necessary to find work. We follow the evidence, using the latest labour market...

Is Education a lip service to diversity even though you'd expect the opposite?“Education is the most powerful weapon which you can use to change the world.” – Nelson MandelaEducation is a powerful tool that has the potential to shape the future of individuals and societies. It holds the key to knowledge, growth, and social progress. In an ideal world, education would be a beacon of inclusivity, embracing diversity and nurturing the holistic development of every learner. However, reality often falls short of this vision.Despite the expectations for education to promote diversity, equity, and inclusion, it can sometimes become a mere lip service to these ideals. In this article, we delve into the complexities surrounding the implementation of robust Equity, Diversity, and Inclusion (EDI) policies in education and explore strategies for creating authentic and transformative change.While it may seem contradictory at first, it’s important to note that education is a complex system influenced by various factors. While there are certainly efforts within education to promote diversity and inclusivity, indeed, progress in this area can sometimes be slow or superficial.However, It is crucial to acknowledge that there are dedicated educators, policymakers, and activists working towards meaningful change within education systems. They are striving to develop inclusive curricula, provide professional development opportunities for teachers, address systemic inequalities, and create a welcoming environment for students from diverse backgrounds. However, progress in these areas often requires sustained efforts and systemic changes to truly live up to the ideals of diversity and inclusivity in education.HOW CAN A ROBUST EDI POLICY BE SUPPORTED AND IMPLEMENTED IN THIS SPACE EMBEDDING A CULTURE-FIRST APPROACH THAT IS PERSON-CENTERED AND HOLISTIC?Implementing a robust Equity, Diversity, and Inclusion (EDI) policy in the education space requires a comprehensive and thoughtful approach. Here are some key considerations to support and implement such a policy, embedding a culture-first approach that is person-centred and holistic:Clear goals and vision: Develop a clear statement of purpose and goals for the EDI policy in alignment with the values of the institution. This provides a shared understanding and direction for all stakeholders involved.Leadership commitment: Leadership plays a crucial role in fostering a culture of equity, diversity, and inclusion. Ensure that leaders at all levels demonstrate visible support and commitment to EDI initiatives, and actively participate in training and professional development related to EDI.Inclusive decision-making: Involve a diverse range of stakeholders, including students, parents, educators, administrators, and community members, in the decision-making process. Seek their input and perspectives to shape policies and initiatives, creating a sense of ownership and collective responsibility.Education and awareness: Provide ongoing education and training opportunities for all members of the educational community. This includes workshops, seminars, and professional development sessions that promote understanding and awareness of issues related to equity, diversity, and inclusion.Curriculum and pedagogy: Ensure that the curriculum reflects diverse perspectives, cultures, histories, and experiences. Integrate inclusive pedagogical approaches that engage students and encourage critical thinking, empathy, and respect for different viewpoints.Recruitment and retention : Develop strategies to attract and retain a diverse pool of educators and staff. Implement inclusive hiring practices, provide mentoring and support programs, and create an inclusive work environment that values and respects all employees.Support systems: Establish support systems and resources to address the specific needs of marginalized students and staff. This includes counselling services, mentoring programs, and affinity groups to f...

Crafting an antiracist curriculum: UnfilteringWales first Anti Racism Curriculum – miniseries: Having set the context for crafting a new curriculum, this second article explores the importance of ‘unfiltering’ our understanding of history and education.When at school, you may recall your history teacher saying that ‘history is written by the victors’. I certainly remember this. The phrase itself is attributed to Sir Winston Churchill although it falls into the category of possible sayings rather than a statement of fact. How ironic it would be for me not to disclose the frailty of sources when discussing history itself. Attributions aside, if we assume the statement to be broadly true, then it stands to reason that our curriculum, what we are taught and how we are taught has been shaped by the same authors.UNMASKING THE WESTERN-CENTRIC LENS IN EDUCATIONIf I think about my own education, it certainly does on reflection have a heavy tilt towards a ‘Western-Centric’ lens. Starting with what we are taught, I remember learning about the Ancient Egyptians. I also remember learning about the Ancient Greeks, the Romans, medieval England and its relationship with the other ‘Home Nations’ & Western Europe, USA from the nineteenth century(ish), followed by more ‘recent history’, the First and Second World Wars (focusing specifically on Europe and the USA) finishing in Italy and Russia in around 1960. I remember studying philosophy at university, where we focused on Epicurus, Socrates, Plato and Aristotle. This was Ancient Philosophy.Following this, Descartes, Hume, Hobbs, Kant, touching on Freud, Jung and then Russell and Wittgenstein, taking us through the Renaissance through to Modern & Post-Modern Philosophy. I remember at time being frustrated. A monopoly of knowledge clearly in play. I remember asking one of my philosophy lecturers at the time why whenever we look at a philosophical debate it excludes Eastern Philosophy? His look said it all. What on earth would Eastern Philosophy add to the discussion, given that it has been discredited by modern science? This was the crux of the position. An assumption (conscious / unconscious) that knowledge of non-western origin is inferior or less significant.This assumption has shaped ‘what’ we are taught. It has filtered from ‘common’ history the immense contributions in knowledge of Africans, Indians, Arabs, Asians and the many other founding civilisations from across the world. From denial to ignoring, from deleting to minimising, the influence of the historical global majority has clearly been diluted and in some cases washed away.OVERLOOKED PIONEERSLewis Howard Latimer is a casing point. Many of us know of the contributions of Thomas Edison and Alexander Graham Bell. We are taught of their pioneering inventions. They are herald as the great innovators of the late nineteenth and early twentieth century. Yet the contribution of Lewis Latimer is not as well known. It was Lewis Latimer who created the carbon filament lightbulb. An innovation that enable light to shine for longer. A development which turned the lightbulb in a mass commercial proposition. A technological advancement which lit up the world. We don’t learn about Lewis Latimer (and his hundreds of inventions).We don’t learn about Ibn Sina who one thousand years before Sigmund Freud conceived of the Id, Ego and Superego, suggested that soul/mind consisted of vegetative, animalistic and rational parts. Nor do we learn about Fatima al Fihri , who 1,100 years ago founded of the world’s oldest existing degree-granting university, the University of Al Quaraouiyine, located in Fez, Morocco. It is one of the only universities in the world established by a woman whose alumni include Jewish philosopher Maimonides, Muslim philosopher Ibn Rushd, and Pope Sylvester II.BUILDING AN ANTIRACIST CURRICULUM TO ILLUMINATE GLOBAL CONTRIBUTIONSThis filtering or washing of history has a profound impact on the design of our curriculums, whi...

Data skills and human qualities go hand in handAs the UK bids to be a world leader in the tech sector, it is important that the workforce’s skills are supported throughout education, with human qualities that complement technology being a key focus. Here, Glyn Townsend discusses the changing landscape of digital skills in the UK and how anyone can get access to them.What we deem as an ‘essential skill’ when it comes to technology in work is constantly shifting to match the solutions we have available. From being comfortable using a basic computer, to understanding word processing and spreadsheet programs, to now – when the number of businesses beginning to capitalise on data and artificial intelligence (AI) in their day-to-day work is multiplying.While data skills have been an essential part of select industries for some time now, they are beginning to be required further afield. These changes promise many great opportunities for the UK workforce to learn and grow, but we must support staff with the right foundation of supporting skills, such as communication, creative thinking, and understanding how to develop trustworthy AI.At a recent event at Bradford University, my colleague Mark Thundercliffe, senior banking advisor to SAS , told an audience of more than 100 applied AI and data analytics students they have “a role and a responsibility to make sure they are knowledgeable, reliable, and use their skills for good purposes” as they embark on careers in technology.This sums up how the future landscape of our data skills education should look – while we need the pure data skills to do the ‘mechanics’ of analytics and data science work, it’s important to remember an underpinning of human skills and understanding to ensure that as data-driven jobs become more widespread they achieve the most good.THE WIDENING SCOPE OF DATA SKILLSIn its 2020 National Data Strategy , the UK Government recognised ‘data skills’ as one of four pillars needed to ensure that the UK benefits from emerging technology in the workforce.The breadth and depth of what we consider to be a basic ‘data skill’ is vast, yet is set to develop in scope as we take on new digital tools – understanding AI would not have fallen under this bracket 10 years ago, but could now be seen as part of widespread knowledge now, especially given the availability of tools such as ChatGPT.While the majority of industries won’t necessarily need lots of staff with an advanced level of data science and related skills, we will see a larger proportion of roles across all sectors requiring a higher baseline of understanding.Reflecting this, demand for new data roles is already changing in the UK, and in just the next two years we will have noticed the shift. The World Economic Forum predicted that data entry clerks and administrators will have declined in demand the most of any data job over the five years prior to 2025. Over the same period they predict the need for data analysts and scientists rising the most, highlighting this demand for a higher baseline of data skills.The UK is already behind in the race to fill current data jobs with the required skills. The government has highlighted the potential supply of data scientists from universities is unlikely to be more than 10,000 per year — yet there are around 215,000 roles for hard data skills that need to be filled.All industries require more staff with basic data literacy. The scale of work to fulfil this demand with new talent is becoming clear and it is important that we get this right when deciding how to use data in industries where usage ramps up.Applying technology or data in new industries is not a one size fits all glove, which is why we need people from varied backgrounds with existing knowledge and skills specific to their industry to achieve the most benefit.PATHWAYS TO DATA SKILLSFortunately, the need for data skills is being recognised and work to meet it is well underway. Events like Bradford Connect sh...

Dr Naeema Pasha discusses how many of us in the learning/coaching/leadership spaces may be speculating on how generative AI adoption is going to work out. But putting that aside for just a moment, we might also consider how the Metaverse will affect us too.To work on this piece I asked Sam Isaacson, a coach and consultant coaching technology specialist running a boutique start-up who founded an online community in this field. Sam with his background in consulting and professional services, Sam has written extensively on the adoption of technology in coaching. Before we get into the details, it’s probably worth just starting at the start.What is the Metaverse? The metaverse is a term that describes a not-so-distant future version of the internet, where human beings will use immersive technology to go beyond their physical environment. Imagine browsing products from an online retail store in three dimensions, swimming through a coral reef in your living room, chatting to a colleague in another time zone over a table in a coffee shop or taking students on a field trip to walk on the moon without them ever leaving their desks.Sam says he personally feels that the metaverse has the potential to transform education in many ways. It can provide immersive and interactive learning experiences for students that are difficult or risky in the real world, such as surgeries or explosive experiments. And it’s good in coaching too as the metaverse can also engage the brain’s motor system and build muscle memory for skills that involve the hands and body. Perhaps more accessible, coaches will be able to meet their clients digitally in a way that feels closer to reality than any other technology has been able to replicate.Sam adds the launch of the Apple’s Vision Pro may be a more significant turning point in our use of technology than ChatGPT is proving to be.AdapationWhere our clients go in their use of technology, we must follow in order to maintain rapport. He says “the best coaches anticipate that movement and prepare themselves so they remain resilient amidst ever-changing currents. That’s why I founded the Coachtech Collective, a global community of courageous and curious coaches who want to enhance their practice, remain relevant and protect the future of the profession”.In addition, I also found a very interesting view that the Metaverse can offer a more inclusive environment. Staff and students can explore different avatars, should they wish, to enable them to get a better sense of belonging. This also means that students from more diverse backgrounds can potentially engage. Especially if the Metaverse also enables real-time content to be translated. This means that education and indeed coaching can be tailored to meet the needs of students and coachees.Potential ConcernsHowever, with my AI Ethics and Responsibilities hat on, I do see real concerns with the Metaverse. It relies on developing an immersive design – this takes a lot of skills and resources to create and maintain immersive and engaging learning environments in the metaverse. The immersive experiences may not suit everyone. But I feel the biggest concern is privacy and security as ever with the internet. It is very possible that the metaverse could expose users to various privacy and security risks, such as data leaks, frauds, surveillance, and other cybercrimes.The final concern is of course – access. In this age of digital poverty – many people can’t access products. To fully absorb an immersive learning or coaching experience will needs expensive tools. Yes, the Metaverse can create great output, but the digital and potentially the generational divides among users who have different levels of access to the advanced infrastructure, devices, internet connection means not everyone will be able to make it to the Metaverse.However, the metaverse is not here yet and we still have many questions and challenges to overcome. How can we ensure that the metaverse is inclusive, eth...