Creative Teaching & Learning

Its all in the mind

John Dabell explores the benefits of introducing children to the concept of thought experiments in the classroom

its-all-in-the-mind.pdf

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Leadership Briefing 11.02(122)"
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      string(4829) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.MIND THE GAPKeywordsTechnologyskills, digitalrevolution,talent, computerscience,qualifications,UK students,supply anddemand, digitalskills, global techindustry, lifelonglearningSummaryThis report on the UK’s technology skills landscape by Hired shows that the pipeline ofhomegrown talent using the digital revolution is worryingly weak. 74% of tech workers have adegree, but the number of UK students graduating with computer science qualifications hasdropped considerably since 2002. Yet the research also indicates that supply and demand forcertain digital skills differ greatly.This report provides a unique insight into the UK’s skills landscape, and will inform the debate aboutwhat the UK needs to do next to maintain its position at the forefront of the global tech industryThe report brings the issue of the skills gap to the fore and highlights the need for a new andinnovative approach in the UK to growing our skills base. It emphasises the need to look to culture,and shift to a model of lifelong learning, plus a commitment to challenging employees and peers tolearn new skills, or to update their current set, to ensure the UK remains ahead of the curve.Key Findings: ■ We are facing a skills gap in the key areas of data, security, Python, Ruby, UI and UX. Marketappetite for these skills is far outstripping supply today; we need to take stock and invest inupskilling to ensure we are equipped for the future. ■ Supply and demand could be challenged further with Brexit. Britain’s position as a digitalpowerhouse has been dependent on bringing in high-skilled workers from across the globe tosupplement homegrown talent. The skills gap will only worsen if the UK can’t continue to attractthe best talent. ■ The UK’s global competitiveness remains a concern. Average salaries for tech workers in Londonare substantially lower than those of San Francisco and New York. A brain drain is a possibility ifwe don’t balance the benefits. ■ The pipeline of homegrown talent is worryingly weak. 74% of tech workers have a degree,but the number of UK students graduating with computer science qualifications has droppedconsiderably since 2002. With a large number of developers now self-taught, employers mustconsider passion and commitment alongside formal qualifications. ■ There is a significant gap opening up between the skills employees have and the skills employerswant, especially in four key areas: data, security, UI and UX.Week Commencing 26th September 2016https://hired.com/skills-gapLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ Growing demand for security engineers follows a number of high-profile data breaches in the UKover the past several years. ■ Data engineers are becoming increasingly sought after as data becomes a more valuable asset tobusinesses. ■ Demand for other skills such as Python, DevOps and Ruby considerably outstrip supply. ■ Developers are a highly educated group: nearly three-quarters have an undergraduate degree orhigher. ■ Imperial tops the chart for developer degrees, reflecting its status as the UK’s leading science-focused institution. ■ Top tech-centric universities including Manchester, Bristol and Southampton all feature heavily. ■ There is a burgeoning group of “self-taught” developers; 26% list no university education. ■ The starting salary for software engineers is £30,000-35,000. ■ On average, developers can expect to earn from 7 to 25% higher than their graduate counterparts. ■ London’s software engineers earn 38% less than their peers in San Francisco.Conclusions: ■ The data has found some significant gaps in the UK’s current tech skills base. In important areassuch as UI and UX, data and security, businesses are demanding skills that we currently don’thave enough of from our home grown talent pool and are failing to adequately attract fromoutside the UK. Over the coming years, with market uncertainty fuelled by the Brexit decision,we must look to tackle these issues as an industry if we are to help the UK remain a globalpowerhouse. ■ If the UK is to maintain its position as a digital leader, the members of the UK’s tech ecosystem– including start-ups and larger businesses, schools and universities, local and nationalgovernment – need to address the skills gap that’s starting to open up.WEB LINKMind the Gaphttps://hired.com/skills-gap"
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Leadership

Mind the Gap

22 Sep 2016

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Professional Development

Mind the gap: theory and practice in professional learning

13 Mar 2015

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It is very clear how “thenew classical languages widened horizons”.In the 1970s there was a widespread awareness ofthe importance of language in education. It flounderedbecause no linguistic analysis of the special features ofacademic language was available.In the ‘70s, and again in the ‘90s, linguists were ableto produce materials which would crack the problem oflanguage across the curriculum. They produced Languagein Use and the LINC materials, exciting insights intolanguage but very general.It requires applied linguists – specialists in teachingEnglish as a foreign language – to find the methodologyto tackle this problem. The applied linguist analyses the20 Creative Teaching & Learning n Volume 2.1Focus on: English Languagelanguage the learner already knows, and the languagethey need here; academic language. A syllabus isconstructed to move the learner from the first to thesecond. This is the rationale of Breakthrough to Learning,which was tested at every stage in Shelvington HighSchool, Wigan, where all the pupils were native speakersof English.Breakthrough to Learning helped to almost double thenumber of pupils gaining five GCSE grades A to C – fromthe national average of 30% to 57%.In the ‘90s smaller more informal trials were run atBordesley Green Girls’ School, Birmingham, where 98%of the pupils were speakers of English as an additionallanguage. The results were positive, 46% of those whohad worked through book three of the course gainingfive GCSE grades A to C, compared to 25% of those whohad not used the book.The results have been sent to successive ministersof education and their advisers. They rarely evenacknowledge the information. Have I dreamed that theyare interested in raising standards?Much of Breakthrough to Learning can be used inprimary schools – the work on grammar and languagein book one and the structure of stories in book three.However, the move from concrete to abstract languagedemands a degree of maturity. The older students are, theeasier they find this crucial element of the course.With Linda Anderson, from Solihull College of FurtherEducation, I have compiled a fast-track course suitablefor post-16 students. This is used in some colleges, witha positive response from many different kinds of learners.No students who have completed the fast-track coursehave dropped out of college.Birmingham Advisory Support Service is trying toreplicate the Wigan results in some secondary schools inthe city. They propose to use the fast-track as a one-yearcourse in year ten.A school that has pioneered this approach is VilliersHigh School, Southall, London. There, the English-as-an-additional-language and science departments co-operatedin putting half of their year ten pupils through the course,and using the other half as a control group. The results weremodest but positive.CourseAverage NFER score in year seven. 88.6Average GCSE point score 8.28ControlAverage NFER score in year seven. 91.6Average GCSE point score 8.11The University of Central England in Birmingham, throughits learning methods unit, has appointed two tutors to takethe fast-track book into local sixth forms and colleges ofFE. The aim is to increase the take-up of university coursesby students who may otherwise feel inadequate for thedemands of higher education.Breakthrough to Learning, still the only course thatrecognises the importance of language in academicachievement, has analysed the language needed, andteaches it systematically.I have recently had discussions with a big publisher tosee whether it can be fitted into the latest ad hoc thoughtsof the Qualifications and Curriculum Authority on thinkingskills. 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Creative Teaching & Learning

Mind your Language

1 Jun 2011

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Creative Teaching & Learning

Mind Maps for Mysteries

25 Feb 2011

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Digital Learning

Mind mapping for dyslexics

19 Jul 2009