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© The Education Foundation 2015 All Rights Reserved

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Digital Skills research

For the London Enterprise Panel’s Digital Talent Programme

The Education Foundation

and UKIE

Final report

Ian Fordham, Co-founder The Education Foundation

Theo Blackwell, NextGenSkills, Ukie


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Contents

1. Digital Skills research

a. Background b. Delivery

2. Executive summary and Recommendations

a. Summary of findings b. Jobs and the labour market c. Digital achievement d. School support e. Teacher’s needs f. Further education sector capacity g. Digital learning initiatives h. Industry engagement

3. Labour market analysis

a. Methodology b. Baseline labour market information c. Geographical area d. Review of Digital Technology Sector Occupational Analysis e. Historical and Projected Occupation Changes f. Top Performing Occupations in East London g. Largest Employment h. In demand occupations i. Occupation Concentration and Specialisms

4. Mapping and consultation of East London secondary schools and London-wide

colleges a. Secondary data on computing and digital activities b. Secondary data on STEM c. Survey of East London schools d. Survey of Greater London colleges

5. Industry engagement

a. Mapping of industry stakeholders b. Nature of corporate engagement c. The role of education technology d. Local authority support and campaigns

6. London Computing and Technology guide

7. Evaluation framework

8. Conclusion and next steps

Appendix 1: Labour market analysis: supplementary data


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The Education Foundation & Ukie

Digital Skills research

Digital skills can no longer be dealt with by individual departments – this must all join up. We are at a make-or-break point for the future of the UK – for its economy, its workforce and its people. We have a choice as a country about whether we seize this opportunity or whether we fall behind. The UK must aim to be a global digital leader, and only clear leadership from Government at all levels will get us there."

House of Lords Digital Skills Committee report, February 2015 Section 1: Introduction

a. Background

London’s digital economy is strong and growing, with a 92 per cent growth in the number of new digital companies since 2010 in a market that has 251,590 workers in the sector 1. In a wider context, Europe’s labour market is forecast to create over 19 million new jobs requiring high-level skills by 2025 (EU Skills Panorama 2014). London’s schools and colleges are looking to meet the city's growing digital economy needs, but need greater support from industry, government and other stakeholders to make this happen.

In response to this need, the Mayor’s London Enterprise Panel (LEP) secured £5m through the Growth Deal with the Department of Business, Innovation and Skills, to create the Digital Talent programme and commissioned The Education Foundation (the UK’s first cross sector education think tank) and Ukie (the trade body for the UK's games and interactive entertainment industry) to conduct a major piece of research to support the programme, to ensure its effectiveness in terms of maximising impact, meeting needs and encouraging buy-in from key stakeholders, including schools, colleges and industry.

b. Delivery The programme will invest in the following areas, using the Digital Talent programme as leverage for further private sector investment: • Improving resources and information for Digital Careers for Careers Co-ordinators or

computer science/technology teachers • Complementing the computing and technology curricula • Supplementary London Teaching Bursary Scheme • Fit for purpose FE review • Kit Fund for schools and colleges to upgrade technology • Social Capital • Research and tracking

The research consisted of a number of strands of delivery including: undertaking a mapping and consultation of East London Secondary schools (in 11 target boroughs) and Colleges across London; the production of a London Computing & Technology Guide aimed at school leaders; a labour market analysis of employment opportunities in East London; and an extensive industry wide consultation identifying the needs and aspirations of SMEs, corporations and tech policy leaders in this digital arena. We were also tasked with the development of a robust evaluation framework for the upcoming Digital Talent programme 1 Tech Nation, Tech City UK 2015 http://www.techcityuk.com/technation/


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and the engagement of this project with a wide range of key stakeholders including central government (DfE, BIS, Cabinet Office) and London’s digital learning, digital making and creative industries.

c. Digital skills report

This report sets out the findings of an ambitious 3 month research project, to help shape and inform a new Digital Talent programme that the Greater London Authority and LEP will be launching in the summer of 2015. It shares the headline findings concerning the whole programme and for the digital skills policy landscape in London, as well as specific recommendations for each strand of the proposed Digital Talent programme, based on the research we have conducted and the qualitative and quantitative evidence gathered.

Our report represents the most comprehensive overview to date of the digital skills, STEM and computing landscape in London. It provides the GLA and LEP, as well as industry and digital community partners, with the information required to make the most of the digital agenda in London, to help narrow the gap in digital skills and talent, and to inform the way in which schools and colleges support young people in their knowledge of the new digital literacies, computing and STEM.

Section 2: Executive summary a. Summary of findings The £5m London Enterprise Panel (LEP) Digital Talent Programme 2015-17 follows £1m of funding for computing via the Mayor of London’s London Schools Excellence Fund (LSEF) 2013-15. Together this represents the biggest regional investment for digital skills infrastructure in the United Kingdom. The research findings in this report support the delivery objectives of the Digital Talent programme which is set to launch in June 2015. • The research reinforces the findings of national studies that only a small cohort of

schools are fully exploiting the opportunities presented by the new computing curriculum, introduced in September 2014, with the majority requiring more substantial and targeted support.

• At a local level there is growing expertise and industry engagement across college and universities and amongst local authorities in education and regeneration teams. Good local authority-wide initiatives are in evidence, particularly in Islington and Hackney.

• There are low levels of awareness of Tech City and Med City and associated careers opportunities and even lower awareness how to access them and build. There is a strong demand for more co-ordination between various formal education, ed-tech and digital learning initiatives from schools, providers and industry sponsors. New platforms like www.wearedotdotdot.com will help, but need to be actively promoted.

• We would characterise a leading secondary/FE College as one of those which have taken steps such as:

o developed formal, supported plans to introduce the new computing curriculum and new vocational qualifications developed at FE level;

o offering a computing qualification at KS4: either a traditional GCSE and/or vocational qualification with a significant computing element.

o sending teachers on professional development courses, like Teaching London Computing;

o engaging with Computing at School Networks of Excellence or other formal initiatives;

o running digital learning programmes such as Apps for Good or extra-curricular activities;

o linking with local primary schools to develop subject specialism;


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o developing links with local or national tech firms and using STEMNET or other ambassadors in concert with careers advice in a consistent and applied way.

o using Pupil Premium to support computing; o computing/digital literacy/Technology Enhanced Learning should be embedded

across the curriculum and that other subject teachers can see how the use of technology can enhance their own teaching.

Recommendation 1 – Digital Talent Campaign and Call-to-action: There is a strategic opportunity to radically improve the digital skills infrastructure in London by linking formal education with digital learning and industry initiatives. The LEP Digital Talent programme should support innovation and engagement across the computing, STEM, digital learning and ed-tech domains through a pan-London steering group, campaign and call-to-action to leverage public and private investment. A call-to-action could:

• state the LEP’s ambition for digital talent; • call on all East London schools to plan for major delivery in 2016 based on the

London Computing & Technology Guide; • galvanise a range of audiences including parents and industry players to back the

programme in direct and in-kind ways; • outline practical support and actions to assist this, including the London Computing

& Technology Guide and resources such as www.wearedotdotdot.com b. Jobs and the labour market

• Labour market research confirms the East London area has a region-specific job market with higher concentrations of digital-technology enabled occupations, in particular from the creative digital sectors, not just technology firms.

• Desk research and new labour market analysis shows that London is experiencing high demand for digital-technology enabled jobs. This is a trend which is expected to grow, especially in East London.

• The highest levels of jobs growth are expected to be in jobs as programmers and software developers; IT managers; IT and tech professional; business analysts and IT operations technologists.

• Most job growth will require HE-level qualifications and higher level technical qualifications rather than lower level qualifications

Recommendation 2 – Promoting future careers in London’s creative economy. The LEP’s Digital Talent programme should publicise the labour market analysis findings of the projected growth areas of the digital and wider economy in London, including the highest growth area of the creative economy, non-digital sectors with digital occupations, to direct senior leaders and careers co-ordinators. CPD and direct support for careers co-ordinators in London should be prioritised, including the creation of networks for sharing best practice as well as developing London Computing & Technology Guide materials – as this area of policy is becoming diminished in London and outside the remit of schools.

c. Digital achievement

• London boroughs outperform nationally at Key Stage 4, especially with children on free school meals.

• In line with national trends there remains very low take-up of computing at A-level. • There is a variance in STEM take up between East London boroughs. • There is a gender gap in mathematics, further mathematics and physics between

males and females at A-level.


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• There is a trend for students to withdraw from creative subjects and not combine arts and science A-levels.

Recommendation 3: Focus on digital achievement. The new Computing curriculum replaced ICT in September 2014, introducing a new Programme of Study containing an emphasis on programming. Computer Science is also now a recognised science at GCSE. The proposed Digital Talent research strand should benchmark progress, take-up and attainment of STEM subjects, including the new Computing and Computer Science curriculum in London schools highlighting good pedagogy, successful interventions and initiatives. To capture the increasingly cross-curricular nature of digital learning, research should also consider progress in technology-enabled learning in schools. d. School support

• The existing hub structure is does not provide full coverage across East London. There are 6 Computing at School Network of Excellence secondary schools in the 11 boroughs (Islington, Newham, Barking & Dagenham, Haringey and Enfield), 3 Digital Schoolhouses (Islington, Haringey, Redbridge) and one remaining City Learning Centre (Enfield): hubs therefore only represent a small proportion of the 182 secondary schools in East London. London has a total of 42 Network of Excellence hubs at primary and secondary level, 8 Digital Schoolhouses and 4 City Learning Centres.

• 70% have completed a STEM activity with a school within the past 12 months and there are 365 active STEM Clubs across East London schools. London secondary schools have access to high speed broadband through the London Grid, although teachers expressed concerns about the quality of wifi and classroom connectivity.

• 80% of respondents reported schools did not use pupil premium for computing. Recommendation 4: School strategic support - develop more school hubs/centres of excellence across East London. School leaders should be easily able to learn from what works. In addition to the London Computing & Technology Guide, there is a need for more support across the East London boroughs including places for teachers, educators, ICT co-ordinators and industry (SMEs and leaders) to gather and share what is happening in the local area. The Digital talent programme should consider co-ordinated support to effectively bring together teachers, industry, leading academics and other professionals in order to develop excellence in computing. Work should draw on the existing experience of Computing at School Network of Excellence hubs as well as the LSEF Digital Schoolhouse programme, which provides primary-to-secondary transition. e. Teacher’s needs

• Research confirmed many of the findings of curriculum preparation research conducted by Computing at School and the Royal Academy of Engineering, namely: o Teachers surveyed on average rated their confidence in teaching the new

computing curriculum as medium to low; o the new curriculum was being taught with only limited or no subject specialism in

a majority of schools; o Teachers felt there was not enough time on the curriculum sufficient to teach

each Key Stage; o Less than a third (30%) of schools answered that computing, STEM, digital

learning is included as part of their school-wide INSET or CPD.


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• In many boroughs, teachers were supported though Local Education Authority ICT co-ordinators who acted as intermediaries on new curriculum developments, technology and digital learning initiatives.

• The most recognised CPD support was the LSEF Teaching London Computing initiative run by King’s College and Queen Mary’s. Only one-in-five surveyed had contact with the Computing at School Network of Excellence and Master Teacher Network funded by the DfE.

• There was no preferred method of CPD support, confirming the experience of the LSEF Teaching London Computing initiative towards personalised learning based on the skills and time commitments of teachers.

• Teachers use a range of resources to support the new curriculum with BBC Computing the most popular platform but there was a consistently great confusion about which of the many new and competing products and platforms to use.

• Teachers want more support to deliver the new curriculum creatively and to incorporate cross curriculum themes, including the opportunity to experiment with new kit. Hardware support was needed for more expensive equipment like robotics, alongside the necessary support to deliver lessons.

• Teachers report confusion over range and quality of initiatives on offer, while digital making programmes found teachers often unsure about having someone external join their classroom either in person or remotely.

Recommendation 5: Strengthen existing borough ICT co-ordinators and school improvement teams. Currently school and teacher support knowledge is being provided in many boroughs by LEA (or equivalent) ICT co-ordinators, many of whom are acting up to meet the need of schools as they make the transition to the new curriculum. These co-ordinators and ICT education consultants serve a valuable and trusted intermediary role but often lack the funds and resources to support the spread of best practice, CPD and digital learning opportunities. The London Computing & Technology Guide and www.wearedotdotdot.com should be specifically shared through this route and an East London network established between co-ordinators and leading teachers for referral and advice for schools and teachers responding to the Call-to-Action.

Recommendation 6: Capital investment. 2/5ths of the Digital Talent programme is dedicated to capital investment. Schools and colleges indicated that alongside enhancements to wifi and classroom connectivity, the focus of the investment should support local or regional hubs where specialist equipment (including equipment focused on digital making and STEM, not just coding) can be accessed. Teachers were also keen to have the opportunity to experiment with new technologies, such as robotics, linked with CPD. On issues of security and e-safety concerning the use of devices and kit within and outside of schools, colleagues use the thorough guidance provided by the London Grid for Learning.

f. Further Education sector capacity

• Further education colleges were much more confident in their ability to deliver new qualifications and there is evidence of good industry engagement.

• Colleges expressed a high confidence to deliver or support the computing curriculum.

• Colleges value the opportunity to work further together on curriculum design and development, to secure short placements in industry to keep staff updated on practices, and desire industry co-involvement in teaching.

• The majority of colleges would like more support establishing apprenticeships with tech employers or career paths in the tech industry in London.


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• College leaders reported creating computing or planning resources themselves to tailor the new curriculum to the needs of their students.

Recommendation 7: Linking Further Education. The Digital talent programme should promote greater use of FE College resources to support the development of STEM, computing and digital learning across London. The FE Review element of the Talent programme concerning industry-ready courses and qualifications should be done in partnership with the Association of Colleges (AoC) and other FE and Skills partners such as the Next Gen Skills Academy and UKCES in a partnership on a mutual mentoring model – as there will be a lot of lessons to be learned and shared from both industry partners and the colleges themselves, as well as bringing schools into this partnership.

g. Digital learning initiatives

• London has proportionately higher levels of digital learning activity aimed at young people than the rest of the country.

• Although there are more digital learning initiatives in East London than elsewhere in the country, the overall take up is low

• All boroughs had some digital learning initiatives in their schools with a high concentration in core Tech City boroughs (Islington, Hackney, Tower Hamlets and Newham)

• The main digital learning initiatives are seeking to increase their delivery across East London schools and increase the supply of volunteers and sites.

Recommendation 8: Promote digital learning initiatives. The proportion of schools in East London the number engaged with STEAM (STEAM also includes the creative arts) and digital making initiatives - while growing, remains low. All digital learning programmes contacted expressed the desire to operate in more primary and secondary schools. In line with NESTA’s research in this area, we found that teacher awareness of digital making resources for young people outside of the school curriculum could be dramatically improved.

h. Industry engagement

• Over 45 major firms involved in digital learning initiatives in East London schools, with a substantial number of smaller tech firms involved in joint initiatives such as Tech City Stars.

• Larger corporate engagement ranged from individual initiatives with schools through to partnerships with established digital learning programmes or collaborations with local authorities.

• London’s edtech sector works with schools, but not yet on a systematic basis or with any scale. There is an opportunity to provide better partnerships to develop products with teachers, as evidenced already by the Edtech Incubator and Digital Schoolhouse Programmes.

• Access to schools and colleges is a major concern with often difficult due to negotiating time constraints in the working day and the potential for more work through community centres, youth clubs and public libraries on the weekends was suggested.

Recommendation 9: Support for Edtech. The Digital Talent programme should support brokerage between schools, hubs and edtech developers to encourage innovation and encourage partnership opportunities.


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Recommendation 10: Leveraging industry. Digital Talent’s Call-to-Action should establish the kinds of engagement and support asked of industry, from direct support and school ‘adoption’, partnerships with digital learning programmes through to more volunteering and increasing the number of school governors from the tech sector.

Section 3: Labour market analysis

a. Methodology

EMSI studied and identified the Digital Technology (DT) enabled occupations with agreement with The Education Foundations. Once the occupations were identified, the EMSI proprietary data on London and East London regional LMI was utilised to determine the the occupational trends and changes in the region to help identify the growth occupations based on historical and projected changes. Having identified the historical and projected changes in Digital Technology occupations at SOC 4 digit level, we also noted the top performing occupations in the area which provides insight on the next generation of occupations that will drive business in the region. This also helped identify the largest employed occupations as well as the top in-demand occupations based on occupations with projected high numbers of openings which include both new and replacement jobs.

To understand the concentration of occupations in the region vis-a-vis the country, EMSI utilised Location Quotient (LQ) metric to find out if the region-specific geography has a nexus of specific DT occupations that might be more uniquely characteristic of the area. Location Quotient measures the occupation concentration/specialisation in an area and it provides a subjective analysis of whether an occupation is more concentrated in a specific locality compared to the rest of the country.

Location quotients greater than 1 indicate an increased level of occupation concentration. Once we understand the key changes in the occupational trends, we undertake an ‘inverse staffing pattern analysis’ for the DT occupations to identify those non DT industries that has the highest utilisation of the DT occupations in Greater London region. Inverse staffing pattern analysis analyses the all SOC 4-digit level occupations for the region to identify those non DT industries that has the highest utilisation of the DT occupations in the region.

b. Baseline labour market information

We worked with the GLA Economics team and our partners Economic Modelling Specialists International (EMSI) to gather together existing labour market analysis and reports that had been developed by internal and external research organisations, to provide a baseline for this aspect of our work. These included “The Science and Technology Sector in London” (GLA, 2013) and “London Labour Market Projections” (GLA, 2013) which related to the employment trends affecting the digital sector across and within London.

The headline findings from the aforementioned reports provide a useful visual breakdown of the concentration of Greater London-based Digital Technology subsector employee jobs in central Greater London and Inner London:


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Map 2 below also shows a concentration of digital subsector employee jobs in Hammersmith and Fulham, Westminster, Camden, Islington, City of London, Hackney and Tower Hamlets.

On initial review of these documents, we and our partners EMSI identified that the reports clearly show the rapid growth and vibrancy of the technology and digital sector (both in terms of jobs as well as businesses) in the 11 boroughs identified for this project. However, the specific focus on employment by sector makes the (implicit) assumption that all jobs


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employed in these companies are specifically digital technology jobs, which may not necessarily be the case.

As such we worked with EMSI to focus our analysis on occupational data, which we believe is key to understanding employment demand in this area and therefore critical to supporting curriculum development and careers advice elements of this project. The first wave analysis that follows is a reflection of this and we feel gives an in depth picture of the historical, current and future projections for East London.

c. Geographical area

This study and report covers labour market data and analysis for East and North East London covering eleven boroughs (see Appendix 1 for additional information).

Figure 1.1 Study Area: GLA – East London region

d. Review of Digital Technology Sector Occupational Analysis

While “employment change by industry” provides an excellent way to measure the overall growth or decline of particular sectors, by providing an additional layer of occupational analysis of the economy, we are able to gain a more thorough picture of the labour economy, such as what type of workforce is present and what type of workforce s projected in the area.

This section analyses the Standard Occupational Classification (SOC) 4 digit level Digital Technology sector enabled occupations listed in Table 1 (see appendix) and adds to this an additional layer of analysis aimed at providing a deeper perspective of local workforce changes and needs. More specifically, it is crucial to look at the breakdown of specific occupations as well as the projected number of available job openings for occupations in order to understand labour demand in the area.

EMSI’s occupational data includes both new job growth as well as openings due to replacement jobs from worker turnover. Occupational data, in the United Kingdom, is classified according to Standard Occupational Classification (SOC) codes. A key perspective to maintain when evaluating occupations is recognition that an occupation can be found in many different industry sectors. For example, nearly every major industry sector employs IT user support technicians to ensure delivery of operations.

Focusing on the Digital Technology (DT) sector this section analyses from multiple perspectives the DT enabled occupation characteristics, including: largest employment occupations; fastest growing occupations (new jobs); top in-demand occupations (new and replacement jobs); and occupation concentration/specialisation (location quotient). The

These boroughs include: Hackney, Haringey, Islington, Newham, Tower Hamlet, Barking and Dagenham, Waltham Forest, Enfield, Havering, Greenwich, and Redbridge.

The image to the left provides a visualisation of the geography of this region.

Note: figures refer to number of jobs


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employment volumes analysed are lower than actual numbers for these occupations as it they do not include other industry sectors.

The analysis also provides further descriptive context for occupations, such as average education attainment.

Figure 1.2 Regional Trends – numbers of jobs by region & United Kingdom geography

Region 2014 Jobs 2019 Jobs % Change

● GLA region – East London (blue) 66,360 71,531 7.8%

● Greater London (green) 281,095 296,937 5.6%

● England (orange) 1,046,150 1,100,244 5.2%

● United Kingdom (red) 1,155,055 1,214,144 5.1%

Source: EMSI Covered Employment - 2015.1

Figure 1.2 presents the regional trends in occupation change in the GLA region – East London vis-à-vis Greater London, England and the United Kingdom. Projections indicate that there is expected to be a healthy growth of around 5% in the DT occupations in the UK and England during the period 2014-2019. This growth is expected to be slightly higher at 5.6% in Greater London while in East London area the growth is expected to be above average 7.8% between 2014 and 2019.

e. Historical and Projected Occupation Changes

Figure 1.3 and Table 1.2 (see appendix 1) provide the percentage employment changes of DT occupations across the area. Looking more closely at the historical changes in the volume of jobs across the East London area during 2009-2014 period, we note that the top five growth occupations were programmers and software development professionals (3,094 new jobs), information technology and telecommunications professionals (1,808 new jobs), IT specialist managers (1,791 new jobs), IT business analysts, architects and system designers (1,044 new jobs), and IT operations technicians (962 new jobs). In total, these top five growth DT occupations represented about 60% of the job growth in the DT occupations in East London during the period 2009-2014 (see Appendix 2 for more information on job market descriptions).


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Looking at the period 2014-2019 period, projections indicate that the same five DT occupations are likely to be the top five growth occupations in DT sector in the area with the order changing slightly. It is expected that during this period, highest job changes are expected to be in programmers and software development professionals (1,277 new jobs), IT specialist managers (900 new jobs), information technology and telecommunications professionals (799 new jobs), IT business analysts, architects and system designers (480 new jobs), and IT operations technicians (363 new jobs).

One of the key things we notice when comparing the historical and projected figures is that while the growth in the DT occupations are expected to continue, however, this growth will be at a much slower rate. On the other hand, we also note that these same top five growth occupations are likely to provide about 60% of the total DT sector job growth in the area, similar to the historical figures.

Figure 1.3 East London area Historic and Projected Job Changes


We then extended the analysis out to the Greater London area for comparison. During the 2009-2014 period, the top five growth occupations were the same – but with the higher numbers of distribution shown below - programmers and software development professionals (9,434 new jobs), IT specialist managers (6,533 new jobs), information technology and telecommunications professionals (6,417 new jobs), arts officers, producers and directors (5,548 new jobs), and IT operation technicians (3,786 new jobs). In total, these


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top five growth DT occupations represented 57% of the job growth in the DT occupations in Greater London during the period 2009-2014.

Figure 1.3a Greater London Historic and Projected Job Changes


Looking at the period 2014-2019 period, projections indicate that top five DT growth occupations are expected to be in programmers and software development professionals (3,588 new jobs), IT specialist managers (2,813 new jobs), information technology and telecommunications professionals (2,676 new jobs), IT business analysts, architects and system designers (1,422 new jobs), and IT operations technicians (1,177 new jobs).

f. Top Performing Occupations in East London

Having identified the historical and projected changes in Digital Technology occupations in East London at SOC 4 digit level, we also noted the top performing occupations in the area, which provides insight on the next generation of occupations that will drive business in the area. Table 1.2 (see appendix) presents more detailed metrics on the DT enabled occupations focused on in this report, further analysis of which allows for better understanding of relevant education course linkages to support talent development.


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g. Largest Employment

Occupations with the largest employment levels cover a range of skills levels, as described by the National Qualifications Framework (NQF). 2014 figures indicated that the top five largest employed DT occupations were noted as programmers and software development professionals, IT specialist managers, IT and telecommunications professionals, IT business analysts, architects and system designers, and IT operations technicians. Of these top five occupations, four are HE level 6 occupations. When considering all of the DT occupations, about 17 of these occupations (74%) were HE level occupations with the rest requiring FE level 1 to 3 qualifications.

Figure 1.4 – Largest Employed Occupations and Projected % Change


Considering the future prospects of these occupations, the 2014-19 projections indicate that these top five largest employed DT occupations are expected to grow between 6-10% and together add 3,819 new jobs. This represents about 57% of the new jobs for the DT occupations in East London.


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Figure 1.4a – Greater London: Largest Employed Occupations and Projected % Change


Considering the future prospects of these occupations, the 2014-19 projections indicate that these top five largest employed DT occupations are expected to grow between 3-6% and together add 11,317 new jobs. This represents about 55% of the new jobs for the DT occupations in Greater London. h. Top In-Demand Occupations

As a differentiating characteristic, in-demand occupations refer to occupation classifications with projected high numbers of openings and include both new and replacement jobs.2 While overlap exists between largest employment occupations, in-demand occupations provide stronger insight on future workforce needs within the area.

Occupations projected to have the highest number of openings in the period 2014-2019 are programmers and software development professionals (3,597 openings), IT specialist managers (3,122 openings), IT and telecommunications professionals (2,617 openings), IT business analysts, architects and system designers (1,570 openings), and IT operations technicians (1,301 openings). Figure 1.5 and Table 1.4 (see appendix) present these both graphically as well as in data.

2 Replacement jobs refer to job openings that result from job growth, as well as retirement and job turnover.


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High median hourly wage figures (in excess of £15/hr) for the top in-demand DT occupations also confirm that these occupations correspond to higher skill levels and higher education and therefore are considered high-value creating and earning occupations. Figure 1.5 illustrates the average job openings between 2014 and 2019, along with median annual wages for the occupations.

Figure 1.5 – Top In-Demand Occupations and Median Hourly Wages


Figure 1.5a – Greater London: Top In-Demand Occupations and Median Hourly Wages



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i. Occupation Concentration and Specialisms

Occupation concentration/specialisation in an area is measured by a location quotient (LQ). A location quotient provides a subjective analysis of whether an occupation is more concentrated in a specific locality compared to the rest of the country. Location quotients greater than 1 indicate an increased level of occupation concentration.

This section of the analysis aims to find out if the East London region-specific geography has a nexus of specific DT occupations that might be more uniquely characteristic of the area. Interestingly, results indicate that of the23 digital technology enabled occupations, top five most regionally concentrated are advertising accounts managers and creative directors (1.95 LQ), arts officers, producers and directors (1.57 LQ), graphic designers (1.50 LQ), communication operators (1.49 LQ), business and related research professionals (1.47 LQ).

Closely following these five occupations in terms of location quotients are IT and technology professionals (1.42 LQ), IT business analysts, architects and system designers (1.42 LQ), telecommunications engineers (1.42), IT specialist managers (1.40 LQ), and programmers and software development professionals (1.37 LQ).

Figure 1.6 – Top Digital Technology Occupation Location Quotients in East London

Source: EMSI Covered Employment - 2015.1 Of the top ten highest East London concentrated DT occupations, figures indicate that eight require HE level qualifications while only two require FE level qualifications.


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Section 4: Mapping and consultation of East London secondary schools and London-wide colleges

a. Secondary data on computing and digital activities

In this phase of this work we met with GLA and DfE staff to gather and present the headline findings from the secondary data sources that would be most relevant for the Digital Talent programme including headline examination results, subject choice data, pupil premium allocation and overall technology spend (the last of these from national data).

On initial analysis of subject choice and examination results, shows that if students across London are to tap into the burgeoning digital economy including the 88,000 + digital firms estimated by Tech City UK to be in London, there is a need for a much greater link-up between students subject choices, exam results and the requirements for job training and development.

Key GCSE performance in subjects most aligned to the digital economy ie maths and science for the selected boroughs, shows major performance disparity between certain areas within East London and potential room for targeted intervention and support in these schools (see graph below).

- In Key stage 4 science: For those KS4 pupils achieving A*-C, there is over a 20% difference between the highest achiever (Redbridge, 80%) and the lowest three (Tower Hamlets, Waltham Forest and Havering). This comes as two of the lowest attaining boroughs (Havering and Waltham Forest) also have two of the highest number of KS4 pupils taking Science as a GCSE (81% & 77%). 3

3 http://www.education.gov.uk/schools/performance/index.html


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- In key stage 4 maths: Redbridge again tops the table with 76.6% of entered KS4 pupils achieving A*-C, while Greenwich, Waltham Forest and Haringey are at the bottom at 67%. Clearly disparity must be addressed, but importantly these scores are still much higher than the national average of 65%.

- At A level, while more students are taking mathematics, there is also a widening gender gap in London, which reflects the Department for Education’s findings that in 2014 that, “More males take mathematics, further mathematics and physics than females (18.0, 5.2 and 16.4 percentage points more), and this gap has widened since 2009/10 (13.2, 3.5 and 13.5 percentage points more).” 4 In addition, when it comes to the uptake of A levels for Computer studies and Computing, only 1.3% of students stayed on to take the subject and only 0.1% of females took the subject in 2013 5. There is also a trend from the data of “siloed thinking” when it comes to student’s subject choice determining which courses to take, as they may fail to see the linkage between courses like art, science and design technology. The 2015 Warwick Report for example provides a relevant analysis of subject uptake and withdrawals, pointing out that: ● “the most commonly withdrawn subjects are drama and performing arts...(23%),

followed by art (17%) and design technology (14%).”6 ● “Between 2003-2013 there has been a 50% drop in the GCSE numbers for Design and

Technology and 23% for Drama. Between 2007-2013 there has been a 25% drop in other craft related GCSE’s.” 7

● “In 2012-13, only 8.4% of students combined Arts and Science disciplines in their AS-levels“8

The important focus of the LEP’s Digital Talent programme is up-skilling London’s students in a city with tremendous opportunities, yet in areas such as East London considerable deprivation. In our initial analysis of data, 6 London boroughs (Hackney, Newham, Tower Hamlets, Islington, Waltham Forest and Barking and Dagenham) are in the top 10 most deprived areas in England.” 9 Yet despite these challenges, London’s schools have bucked the national trend and are achieving at a level much higher than the national average. Looking at the national data, within local authorities/boroughs with students eligible for Free School Meals achieving five or more good GCSE’s, 23 of the top 25 local authority areas that attain this GCSE benchmark for eligible pupils are in London. And in 5 London boroughs, children from deprived backgrounds are achieving above or in line with the national figure for all children at GCSE.”10 This includes:

● Islington with a 10.6% increase, the highest in the whole of the UK, total at 56.3%. ● Haringey with a 9.2% increase, total at 55.6%. ● Waltham Forest with a 5.7% increase, total at 46%. ● Yet there are boroughs such as Havering with a major decline of 6.8%, total down to

36.3%11

4https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398719/SFR03_2015_revised__A_level_and_level_3_SFR.pdf 5 http://www.cambridgeassessment.org.uk/Images/173577-uptake-of-gce-as-level-subjects-2007-2013.pdf. 6https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/183528/DFE-RR249R-Report_Revised.pdf 7 http://www2.warwick.ac.uk/research/warwickcommission/futureculture/finalreport/enriching_britain_-_culture_creativity_and_growth.pdf 8 http://www.cambridgeassessment.org.uk/Images/173577-uptake-of-gce-as-level-subjects-2007-2013.pdf. 9 http://www.london.gov.uk/sites/default/files/Mapping%20London.pdf 10 https://www.gov.uk/government/publications/the-pupil-premium-an-update 11 https://www.gov.uk/government/publications/the-pupil-premium-an-update


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In other national data, a recent survey by Computing at School and Microsoft found that “68% of teachers were concerned that their pupils have a better understanding of computing than they do,” and “Nearly a quarter of teachers have no experience of teaching computing.”12 In terms of our own primary data collection, this report and the recent industry surveys reflect our own discussions with teachers and local authority co-ordinators for technology, who identified a major concern with the extent of school’s engagement and confidence in the computing, STEM and digital learning agendas. These are clearly findings that we were keen to explore in the design, development and distribution of the survey to the secondary schools in the 11 boroughs. b. Secondary data on STEM

In terms of STEM related activity, the current best available data is from STEMNET (a national charity promoting opportunities for young people in Science, Technology, Engineering and Mathematics). This shows that 453 Secondary schools across London are accessing their portfolio of activities including: 2021 approved STEM Ambassadors, of which 70% have completed an activity with a school within the past 12 months and there are 365 active STEM Clubs across London schools. In East London, STEM activity takes place in context in the boroughs of Hackney, City of London, Tower Hamlets, Newham, Greenwich, Bexley, Barking and Dagenham, Redbridge and Havering. Across East London as a whole, c. 70% of schools have had a STEM Ambassador complete an activity within the past 12 months. Furthermore, there are 2 schools which have had STEM Ambassadors visit the school on 9 occasions showing that the programme has become an embedded way of enhancing and enriching the curriculum within these specific schools, but this level of engagement is very isolated compared to other schools. When looking at differences by borough, Tower Hamlets and Redbridge schools have had high levels of STEM activities, whereas Bexley and Hackney are relatively low. Local Authority Total Schools Schools with Activities % Schools With Activities Hackney 14 8 57.14% Redbridge 18 15 83.33% Havering 18 11 61.11% Barking and Dagenham 10 6 60.00% Newham 18 14 77.78% Tower Hamlets 16 14 87.50% City of London 0 0 N/A Bexley 16 7 43.75% Greenwich 13 9 69.23% Source: STEMNET 2015

When looking at schools in East London that have active STEM Clubs 13 there are currently 60 operational clubs across the 123 schools. Interestingly, Redbridge, Newham and Tower Hamlets have the highest levels of schools with operational STEM Clubs. 12 http://www.computingatschool.org.uk/index.php?id=current-news&post=quickstart-launch


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Local Authority Total Schools

Schools With Operational STEM Clubs

% Schools With Operational STEM Clubs

Hackney 14 7 50.00% Redbridge 18 9 50.00% Havering 18 5 27.78% Barking and Dagenham 10 8 80.00% Newham 18 9 50.00% Tower Hamlets 16 9 56.25% City of London 0 0 N/A Bexley 16 9 56.25% Greenwich 13 4 30.77% Source: STEMNET 2015 c. Survey of East London schools Our survey was created with a small panel of teachers drawn from East London schools, UKIE and local authority teams and is now online (http://mbcurl.me/115H1) and distributed to our first wave of secondary schools – in Hackney and Islington in the week beginning 23 February, and to the second wave of secondary schools in the remaining boroughs during the week beginning 2 March. The survey data gave us a good picture of the demand and needs of teachers at the front line in the development and delivery of the computing curriculum, and whilst responses were lower than expected (64/180) we were able to triangulate these with interviews with the local authority co-ordinators and the school workshops to make sure a balanced view was gathered. We ran 2 school workshops, one in Islington and one in Newham, to gather views on the challenges affecting the system around take up and gaps in initiatives but also critically the best practice and solutions to those challenges happening on the ground and those that could be shared and scaled. In addition to the schools survey, we also consulted and worked with the Association of Colleges technology policy team and learning technology portfolio group to design a parallel college survey which was distributed to College technology leaders across all Greater London colleges of further education from the week of 2nd March. In terms of the school survey results, the findings from our sample of 64 schools (which includes schools in each of the 11 London boroughs) are as follows: • 25% of respondents said kit needed “major improvement”

• 65% of respondents said their wireless infrastructure “needs improvement.” • 20% of respondents said their “computing department had been able to access the

school's pupil premium funds to narrow achievement gaps among disadvantaged groups.”

• On a scale of 1-10, respondents averaged a 4 (slightly lower than mid level) on confidence levels to deliver the computing curriculum.

• Only 38% of respondents stated that the amount of time allocated for computing was sufficient for KS4 (16%, KS5 and 45%, KS3).


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• Only 30% of schools answered that computing, STEM, digital learning is included as part of their school-wide INSET or CPD.

The research found that existing hub structure is does not provide full coverage across East London. There are 6 Computing at School Network of Excellence secondary schools in the 11 boroughs (Islington, Newham, Barking & Dagenham, Haringey and Enfield), 3 LSEF-funded Digital Schoolhouses (Islington, Haringey, Redbridge) and one remaining City Learning Centre (Enfield): hubs therefore only represent a small proportion of the 180 secondary schools in East London. London has a total of 42 Network of Excellence hubs at primary and secondary level, 8 Digital Schoolhouses and 4 City Learning Centres. Survey findings In addition to these top level findings, there are some interesting patterns and findings from other areas of the survey including:

1. The number of schools that do not have subject specialists already for teaching computing

Q: To what extent will the delivery of the new computing curriculum at your school be undertaken by subject-specialists i.e. those who have relevant computing experience and/or qualifications to teach...

2. That there is still too little time in all key stages of the curriculum, especially KS4 and 5, for teaching computing

Q: What Key Stages is the Allocated Time for Computing Sufficient?


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3. That there is a mixed perception about level of connectivity despite investment in broadband

Q: Current Level of Wireless Connectivity in East London Secondary schools

Types of kit identified by teachers “Raspberry pi, LEGO Mindstorms” “Bee-bots and Pro-bots” “We bought Raspberry Pis but we are not using them” “Tech will save us, Rasp Pi, Arduino Gamer Kit, 3D Doodlers, Makey Makeys, X-box controllers” “Nano robots purchased - awaiting delivery. Some Raspberry Pi’s and 3D printers but not well used. We have digital student leaders who are moving forward with resources”


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3. There is a greater take up and need for strategically led CPD on computing, digital and STEM, including (in second chart below) twilight and half day sessions

Q: What Types of CPD Opportunities Are utilised to deliver the Curriculum

Q: What Type of CPD Would be Most Helpful?


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4. The demand for Computing at School, BBC and other relevant resources to support computing and digital in curriculum provision

Q: Which external computing resources do you use to support the new curriculum?

School co-ordinators also shared their broader views of computing, digital and STEM throughout the survey including their perceptions of what the GLA and LEP could do more to support them: Digital Talent programme - Teachers views “Teachers would be interested in evening courses, if it hit the mark. They are willing to give up free time, they did summer and evening courses, gave up free time 2-3 hours a night, 8-10 weeks. It’s all about making sure the course is correct.“ “Find expert teachers to deliver CPD-- don’t have academics talking at teachers. We need people who speak same language. Key thing is to have teachers deliver CPD sessions. Find teachers who know the lingo. If you can get a school to support a teacher, give them a chance to go off time-table for a day. We found five secondaries, sent one teacher a day, every other week. Then they go back in” “Many of the teachers I know in our borough are not confident in teaching the computer science subject. 80% of them are non-computer science teachers-- they may have taught IT. I’d say that only 15-20% of them actually taught computer science or have some training. Most of them have no training “ “How do you create time? Need a hit squad of IT specialist who could provide cover for teachers to get CPD training. Need IT specialists for schools. How do make it where CPD doesn’t strand teachers behind? “


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“I’ve been in classrooms where teachers are teaching coding to students with special needs, too often ICT was taught by resources on-screen, then turn it off, we need more dynamism with computing and coding” Additional support from the GLA / LEP “A portal for computing science resources would be tremendously helpful-- Barefoot Computing is helpful-- lots of teachers registering with CAS, not all resources are good, no differentiator for a more complete look at curriculum.” “Industry collaboration is not happening currently because there’s no formal way of doing it. People would be up for it, relationships, if they knew a way to do it. Currently any type of industry collaboration only happens when parent initiates something” “Linkup with industry must have a purpose. Need ambassadors from industry who have specific goal-- convincing students. Competitions are helpful” “If they want to have an immediate impact on students, they could run this run through hubs like libraries. Access to CPD for teachers and time for teachers would be most helpful. Equipment far less important than CPD. Impact one teacher and have far greater impact.” In addition to this, the perspective of the local authority co-ordinator is important in terms of what they would like the GLA to tackle and deliver as part of the Digital Talent programme: Digital Talent programme - Local authority co-ordinators views “Create a working party to bring together classroom practitioners and experts and developers to push the boundaries. Very exciting time to open up opportunities for pupils” “Help to provide access to resources that could improve the way computing is taught in all subjects.” “More pedagogy for interactive activities for lower ability pupils” “More training available to our school” “Specialists doing school visit to see what is in place and support for improving the Computer Science setup” “They should supply more kit like IPLAY directly to schools. Train staff in building and programing robots. have coding experts for fixes and debugging, especially for A level. Create more interest for girls in coding.” “Lesson resources based around GCSE specifications should be the first start. Worry about clubs and raspberry pi's when the GCSE results are good. We also need support in either re-training old IT teachers or a way to move them into another area to make way for subject specialists” “As a satellite DSH we have the facility to bid for resources that enables the development of a creative teaching curriculum. Funds that could be accessed to bid for up to date resources would be useful.” “Provide time out from school (sufficient) to allow staff to retrain and practice the skills to deliver computing. Staff have expertise in ICT but the gap cannot be filled by new staff and they do not always have the skills to get it across. Also equipment is not available for staff to play at home and practice. Class sizes - traditionally option ICT and core KS3 ICT classes are 30 max - too many for computing to be taught effectively.”


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“Purchasing new computing hardware equipment to include into KS3/4 curriculum to make it more interesting and engaging. Departmental budget is low with the cut-backs” “There are lots of resources and organisations offering support, but it does seem disparate. Can the Local Authority be tasked with assessing and managing those multiple offers on behalf of the schools, to act as commissioners of excellent services?” d. Survey of Greater London colleges Our sample of further education 15 colleges found that:

• On a scale of 1-10, Colleges expressed a high (8.75) confidence to deliver or supporting the computing curriculum.

• Colleges unanimously value the opportunity to work further together on curriculum design and development, to secure short placements in industry to keep staff updated on practices, and desire industry co-involvement in teaching.

• Over 57% of colleges would like more support establishing apprenticeships with tech employers or career paths in the tech industry in London.

• All responding colleges reported creating computing or planning resources themselves to tailor the new curriculum to the needs of their students.

In addition to these top level findings, there are some interesting patterns and findings from other areas of the survey including:

1. The number of colleges that would like to engage in more apprenticeship opportunities with technology employers

Q: What additional help would schools like from GLA/LEP?

2. The number of colleges that have a good or excellent infrastructure in place to support learning.


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Q: Current Level of Wireless Connectivity (1 being “needs major improvement, ” 2= needs improvement : 3: meets our needs 4 = good 5 : excellent)

3. The close relationship between infrastructure and curriculum planning in London Colleges

Q: What is the relationship between infrastructure provision and curriculum planning in the college?

4. The demand for the BBC and other new resources to support computing and digital in curriculum provision

Q: Which external computing resources do you use to support the new curriculum?


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Section 5: Industry engagement

a. Mapping of industry stakeholders

A key element of the delivery of this project was testing and building on the assumptions and data gathered from the first phase of the project, with an ongoing engagement with industry and policy stakeholders. The research conducted desk research, two workshops and a programme of one-to-one conversations with leading corporate edtech, digital making providers and digital learning providers. Our research identified the following major firms and organisations active in the area of digital skills and digital inclusion in East London – almost exclusively from technology, telecoms, media and consultancy.

Aberdeen Investments Accenture Apple ARM Arsenal Football Club Bank of America Barclaycard BBC Bloomberg British Telecom Capgemini Canary Wharf CISCO Credit Suisse Dell

Deloitte Consulting EDF Energy EE Facebook Financial Times Google Guardian Media Hewitt Packard Henderson Global IBM Intel King LLDC Morgan Stanley National Grid

O2 Telefonica Ocado Technology Olswang LLP Oracle Samsung SAP Silicon Valley Bank TalkTalk Tata Consultancy Thomson Reuters UBS UCL Partnerships Vodafone Virgin Media Yahoo


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From our interviews with key corporate stakeholders, it was clear that levels of engagement take a variety of forms: - Direction financial investment in kit, sponsorship, teacher training or in-kind

donations to schools or community centres - Staff volunteering or use of office space on weekends - Individually branded initiatives and programmes (e.g. Samsung, BT, Barclays) - Partnerships with digital maker programmes (such as Code Club, Coder Dojo and

Apps for Good) including volunteering, mentoring and in-kind support - Work through initiatives led by stakeholder groups or trade body groups (e.g. Princes

Trust, Tech Partnerships) or foundations (e.g. Mozilla, Nominet Trust) or specific initiatives (e.g. Tech Up Nation)

- Collaborations with local authority campaigns (eg GetHackneyCoding) and programmes and Department for Education initiatives

b. Nature of corporate engagement

Multinational tech firms such as Google, Microsoft, BT, Barclays and Samsung have specifically embraced the change in the curriculum to promote computing take up. In doing so they have developed their own bespoke programmes initiatives and interventions, such as BT’s Digital Playground and Barefoot Programme, Barclay’s Digital Eagles, HP’s TechFuture Girls and the Samsung Academy with specific London schools and colleges. Corporate partnerships with providers such as Code Club, Apps for Good, Tech Future Girls and Coder Dojo provide the opportunity for firms to adopt schools and for staff volunteering and mentoring, according to the chosen in-class or after-school models.

Evidence also suggests some ad hoc parental engagement via employees who sit as parent-governors in schools or through family or social connections. Engagement from small and medium sized enterprises was harder to ascertain and tended to be more localised. As expected, the capacity to supply volunteers was an issue with smaller firms although constraints on employees larger firms were also evidenced, for example conflict between times suited for teachers for after-school clubs and the start of U.S. working hours in the late afternoon. The drivers were variously described as:

• Buzz around computing, digital making and tech and education reform • Aligns with corporate priorities and bottom line • Seen as positive and sustainable CSR initiative, rather than one-off charitable-giving • Meets present and future talent needs • Diversity, especially recruitment of women • Social inclusion in Tech City and surrounding area • Promotion by industry bodies such as Tech Partnerships and Tech City NESTA estimates that there were only 130,000 face–to–face places for a digital making workshop or course offered by leading digital making organisations in the UK and eighteen per cent of digital making opportunities delivered in London. London has a proportionately higher level of engagement than other areas of the country, with just under 24,000 opportunities from a school age population of 1.4 million school age children. Although London and core East London boroughs are developing a recognisable eco-system of providers and programmes with significant corporate engagement, this should not be mistaken for high penetration or awareness of such models across all schools.

The Centre for London’s This is for Everyone report identified 60+ digital learning programmes currently working in East London – a more substantive and updated list is


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available at the www.wearedotdotdot.com – but an overview of the main programmes is outlined below with those in bold having reached or will soon reach national scale.

In School/After School Club Apps for Good Code Club Founders for Schools Teen Tech Stemettes AppShed Digital School House

Drop-In or Community Club (not linked to schools) Coderdojo Freeformers Young Rewired State Go Think Big MozFest

Kit/Product Technology Will Save Us Kano Raspberry Pi

Online Resource Codecademy Digital Business Academy Codility

Apprenticeship Programmes or Post FE Training Tech City Stars Tech City Apprenticeships Makers Academy Fluency Tech Up Nation

Source: Centre for London Connecting Tech City project c. The role of Education technology

London is home to a growing edtech sector which should provide a fertile ground for experimentation and innovation in schools. Leading programmes and networks such as the Edtech Incubator and London Educational Games Meet Up (LEGUP) provide platforms for hundreds of SMEs and start-ups. Our workshops with edtech firms confirmed that many currently work with individual schools, often at ‘proof of concept’ stage. However access to schools and teachers is not on any systematic basis or with at scale and is often down to personal connections or engagement at BETT.

Two examples where this is working is the recently launched Hackney Edtech Centre, set up by the Education Foundation and Hackney Council to bridge the gap between edtech startups and local teachers, as well as link edtech startups with local job requirements of Hackney residents. In addition, the Redbridge Games Network is a collection of schools in the London Borough of Redbridge who are interested in game and the possibilities they add to learning. Educational games start-up Code Kingdoms has worked alongside Ukie and the City Learning Centre in Camden and its network of borough schools to test and develop products with teachers.

There is an opportunity to provide better partnerships to develop products with teachers, as evidenced already by the Digital Schoolhouse Programme work with 3Doodler and Technology Will Save Us products and with the Edtech Incubator’s work with teacher entrepreneurs. Further work between the Digital Talent programme and these initiatives on new programme and product development may prove mutually beneficial.

d. Local authority support and campaigns

Another interesting trend is that corporates and digital making programmes are also increasingly teaming up with local education authorities to increase reach. In the last 18 months Code Club have secured partnerships with Camden, Islington, Hackney and Tower Hamlets local education authorities providing new route through to primary schools. Each partnership combines local corporate volunteering with access to schools brokered by the local authority. Half of Camden’s 41 primary schools have an active Code Club, with active volunteering from Google, UCL Computer Science Department and local tech SMEs. Islington currently has Code Clubs operating from 60% of its primary schools, partnering


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with Bloomberg and others: a first year celebration for participating schools and teachers was hosted at Emirates Stadium courtesy of the council’s relationship with Arsenal Football Club.

In February 2015 Hackney Council and Hackney Learning Trust together with Samsung created a social media campaign called #GetHackneyCoding and developed free Code Club Pro training sessions for 80 teachers in the new curriculum. Canary Wharf Group have been working with Code Club through Tower Hamlets council since December 2013, staging sessions at technology accelerator Level39 in Canada Square. Enfield City Learning Centre (CLC) is supported by Enfield council to provide kit and resources to support teachers with IT and the new curriculum. It is part of Apple's network of Regional Training Centres, established in 2005, which include a primary and secondary school Centre in Havering.

Islington council’s digital leadership approach is underlined by its Digital Strategy, placing Computing curriculum enrichment in the wider context of growth, infrastructure and customer service for the borough. Such an integrated approach assists more consistent links with local businesses as well as providing a steer to school senior leadership and other public services. Islington and Newham, for example, are also notable for the provision of coding courses from local public libraries. Hackney’s month long initiative also engaged tech SMEs in Silicon Roundabout. Boroughs also undertake a variety of summer university programmes featuring digital making, for example University College London Partnerships at Stratford library, Newham.

The overall good picture of around corporate engagement is caveated by a number of observations, which reflect the Centre for London finding that:

All programmes contacted expressed the desire to operate in more primary and secondary schools. Nationally, NESTA found that teacher awareness of digital making resources for young people outside of the school curriculum could be dramatically improve, with most teachers not aware of the existence of face–to– face clubs and activities. The Centre for London found that one of the major factors explaining why few local young people look for opportunities in the digital economy is that both teachers and parents lack familiarity with what is on offer. Digital making programmes found teachers are often unsure about having someone external join their classroom either in person or remotely, suggesting the need for further support in the classroom.

The number of schools in East London engaged with the principal digital making initiatives, while growing, remains low. The Digital Talent Fund could bring greater clarity to corporate giving and volunteering initiatives by:

• Encouraging more corporate engagement through promotion by the Mayor, to individual London businesses and local initiatives e.g. through Business Improvement Districts

• promoting computing and digital learning initiatives generally in East London schools

• greater immersion of borough ICT co-ordinators, senior leaders and teachers with digital learning initiatives

• developing support from other teachers who had successfully established links with programmes

6. London Computing and Technology guide

In January 2015, the Department for Education in partnership with Microsoft published two substantive “Quickstart” guides to the teaching of the computing curriculum in primary and


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secondary schools. The author of both guides, Mark Dorling from Computing at School and Mark Chambers, CEO of NAACE and colleagues have been working with us to develop the outline and detail of the London Computing & Technology Guide, aimed at school leaders in London’s schools.

The first key section of the guide is available below and the rest of the content will be developed and uploaded to our newly developed www.edusocial.info website in the Summer of 2015, which currently includes toolkit-style materials on “what works in the use of social media in the classroom” and is a place where we can further test and develop the content in beta form, before launching it into the public domain. London Computing and Technology guide Introduction The purpose of this guide is to empower school leaders in maximising the opportunities arising from the introduction of computing as a new subject in the statutory curriculum from September 2014. Computing has three strands, digital literacy, information technology and computer science. Computer science and to a large extent digital literacy are significant additions. There is a clear shift in emphasis to understanding how things work in order to creatively solve problems. Young people will demonstrate success in computing by building technology based solutions as an outcome of the problem solving process. This will require new knowledge and an understanding of computational thinking as well as technical skills associated with programming languages and applications software. The development of an effective response to these changes is essential if schools are to provide adequately for their learning communities. It is not just that there is a huge growth in careers in programming, although this is certainly the case, all aspects of life are now affected by digital technologies as devices and means of communication become ever more powerful and lower in cost. New subjects are very rare, especially those that are established by statute as an entitlement for all children. In these circumstances, a very general specification can be interpreted to meet a school’s particular needs, interests and aspirations. Nevertheless, change presents some unique challenges, especially in the need for new knowledge and understanding in teaching staff and achieving balance in the curriculum as a whole. All students will need the knowledge, skills and understanding to enable them to shape as well as participate in the technological world. Reforms provide scope to tailor provision to meet individual needs but there is also the downside of fragmentation making collective consensus for development strategies more challenging. There are implications for infrastructure, for the availability and balance of qualifications, the professional development of teachers, and indeed for what sort of learning is held to be of value. School leaders need to consider the following issues: • Is the school infrastructure fit for purpose? • Does it reflect the digital world inhabited by your learning community? • Is it secure, and yet flexible enough to allow genuine making through programming? • Does it provide opportunities for all teachers to make learning gains through the use of

technology? • Does it reflect the recent government policy for all public sector provision to conform to

open systems and open standards?


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• Are all teachers ready to exploit the new competences and attitudes that students will acquire through the new computing curriculum?

Computational thinking is a powerful approach to problem solving. It complements working together, learning from mistakes, showing persistence, and meeting the needs of others. It can support learning in all subjects and indeed it should. • Does the school provide courses and qualifications of sufficient depth and breadth to

motivate all students through recognition of their learning? • Are there courses planned from entry to the school right through to leaving? How is

progression and continuity planned? GCSE Computer Science is unlikely to be chosen by more than a significant minority of students. How will the computing entitlement reach all students? What is the scope for across school for staged accreditation, vendor qualifications and contributions from across the curriculum? How does the new GCSE and A-Level ICT, available from 2017, fit into the options? How will take up affect the school’s performance points measures?

• Is the school ethos for learning conducive to computing, to maximise the value of the subject?

• Do you expect students to be entrepreneurial, innovative and self-reliant? Do you expect them to actively teach others, and perhaps your teachers eg through the designation of digital leaders?

• How will you ensure return on investment? Evaluation of the effectiveness of the provision is an essential process for all school leaders. Leaders should expect computing to provide leadership in creativity and relevance, instil entrepreneurial attitudes and positive approaches to change from all students, with teachers acting as role models. “I wonder how this works?” should be asked rather than, “I can’t do this because I have not used it before”. While high quality CPD is still essential there is simply not the time and resources to cope with every aspect of technological change through formal training. The fundamental changes required will not be easy, and leaders should expect positive attitudes to progressing towards improvement even if some problems appear to be beyond the current means. In this guide you will find information, guidance and pointers to tools, which will help with all these considerations. The curriculum revision is a shift in emphasis to more transferable fundamental knowledge and skills that can under-pin key skills and knowledge in the digital space while supporting the need to be able to change rapidly with technological developments beneficial to the full range of learning required in a 21st Century school. In the rest of this document we provide a strategic view of computing contextualised in the wider curriculum drawing on examples that we know work in order to make the discussion real. This senior leaders’ London Computing & Technology Guide has been designed by teachers, school leaders and educationalists who have many years of experience working in the digital learning space with a balance of experience of Computer Science, IT and Digital Literacy. We hope you will find the document useful in supporting London’s hard working leaders to navigate the guidance and wealth of resources published nationally by Computing At School, BCS and Naace, who are the acknowledged experts in this field. Editor: Ian Fordham, Co-founder, The Education Foundation March 2015


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7. Evaluation framework

We worked closely with the GLA Economics, Economic & Business Policy and Education & Youth teams to help develop an evaluation framework for each strand of work under the Digital Talent programme. This built on experience from the London Schools Excellence Fund programme and led to a theory of change document, devised by GLA Economics, which aligned to longer-term outcomes and shorter-term outputs and deliverables to the programme objectives. The evaluation framework and theory of change also shares timescales and suggested means of data collection throughout the duration of the main Digital Talent programme. The creation of this very useful framework enabled us to progress with greater pace the survey of schools and colleges – to ensure there is a level of baseline data for the key strands of work that the programme aims to deliver. 8. Conclusion and next steps

The research report reflects significant efforts from all partners and stakeholders involved in the Digital, STEM and computing landscape and we would like to recognise their efforts in making this project achievable within the timeframe, including the Greater London Authority central team Nadine Collins, Catherine Knivett, Mark Wingham and Caroline Khoo and the members of the steering group. We would also like to recognise the contribution of Mark Dorling, CAS, Shahenila Saeed, Digital Schoolhouse, Ukie and Mark Chambers, NAACE and colleagues for their significant input into the London Computing and Technology Guide.

The Education Foundation and Ukie are committed to continuing to work on the digital agenda through our current and future activity in the fields of education reform, education technology, innovation, creativity and digital skills and look forward to working with you in the coming months to support the next phase of the Digital Talent progamme.

Ian Fordham, Ty Goddard & Nathan Martin, The Education Foundation Theo Blackwell, Head of Policy and Public Affairs, UKIE & Next Gen Skills


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Appendix 1: Labour market analysis – additional data

Table 1.1 – Digital Technology sector enabled occupations in Greater London

SOC Description

1136 Information technology and telecommunications directors 2123 Electrical engineers 2124 Electronics engineers 2126 Design and development engineers 2127 Production and process engineers 2133 IT specialist managers 2134 IT project and programme managers 2135 IT business analysts, architects and systems designers 2136 Programmers and software development professionals 2137 Web design and development professionals 2139 Information technology and telecommunications professionals n.e.c. 2426 Business and related research professionals 2473 Advertising accounts managers and creative directors 3112 Electrical and electronics technicians 3131 IT operations technicians 3132 IT user support technicians 3416 Arts officers, producers and directors 3417 Photographers, audio-visual and broadcasting equipment operators 3421 Graphic designers 5242 Telecommunications engineers 5244 TV, video and audio engineers 5245 IT engineers 7214 Communication operators


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Table 1.2 Historical and Projected Job Change by Occupation in Greater London

SOC Description

2014-19 Change

2014-19 % Change

2014 Country Location Quotient


2014-19 Openings

2014-19 Annual Openings

Median Hourly Earnings

Education

Level

1136

Information technology and telecommunications directors 213 8% 1.19 1.18 780 156 £37.4

6 Level 6

2123 Electrical engineers 71 6% 0.91 0.91 283 57 £23.3

5 Level 6

2124 Electronics engineers 150 9% 1.16 1.19 435 87 £17.0

9 Level 6

2126 Design and development engineers 42 4% 0.41 0.41 219 44 £20.7

3 Level 6

2127 Production and process engineers 11 2% 0.39 0.38 109 22 £19.7

0 Level 6

2133 IT specialist managers 900 7% 1.40 1.39 3,122 624 £27.3

0 Level 6

2134 IT project and programme managers 298 8% 1.35 1.34 923 185 £29.9

1 Level 6

2135

IT business analysts, architects and systems designers 480 8% 1.42 1.42 1,570 314 £22.6

3 Level 6

2136

Programmers and software development professionals 1,277 10% 1.37 1.38 3,597 719 £23.51 Level 6

2137 Web design and development professionals 193 7% 1.29 1.27 648 130 £17.55 Level 6

2139

Information technology and telecommunications professionals n.e.c. 799 8% 1.42 1.41 2,617 523 £19.18 Level 6

2426 Business and related research professionals 113 5% 1.47 1.48 617 123 £18.2

3 Level 6

2473

Advertising accounts managers and creative directors 280 10% 1.95 1.97 915 183 £21.9

9 Level 6

3112 Electrical and electronics technicians 20 4% 0.66 0.64 116 23 £14.79 Level 4

3131 IT operations technicians 363 6% 1.14 1.13 1,301 260 £15.8

4 Level 3

3132 IT user support technicians 348 7% 1.19 1.19 1,131 226 £16.14 Level 3

3416 Arts officers, producers and directors 288 9% 1.57 1.62 979 196 £21.3

2 Level 6

3417

Photographers, audio-visual and broadcasting equipment operators 104 4% 1.36 1.35 664 133 £12.4

5 Level 3

3421 Graphic designers 305 9% 1.50 1.51 1,071 214 £14.91 Level 6

524 Telecommunications engineers 214 8% 1.42 1.41 643 129 £15.77 Level 3


39

2

5244 TV, video and audio engineers 38 13% 0.82 0.85 87 17 £13.3

2 Level 3

5245 IT engineers 51 4% 0.86 0.82 290 58 £13.0

6 Level 6

7214 Communication operators 112 6% 1.49 1.51 442 88 £14.11 Level 2

Total Digital Technology occupations 6,66

5 8% 22,560 4,512 £21.3

5

Table 1.2 Historical and Projected Job Change by Occupation (continued)

SOC Description 2009 Jobs

2014 Jobs

2019 Jobs

2009-14 Change

2009-14 % Change

2009-14 Openings

2009-14 Annual Openings

1136 Information technology and telecommunications directors

2,268 2,783 2,99

6 515 23% 1,189 238

2123 Electrical engineers 1,156 1,233 1,304 77 7% 460 92

2124 Electronics engineers 1,527 1,616 1,766 89 6% 658 132

2126 Design and development engineers 887 1,004 1,046 117 13% 405 81

2127 Production and process engineers 503 563 574 60 12% 268 54

2133 IT specialist managers 11,044

12,835

13,735 1,791 16% 4,446 889

2134 IT project and programme managers 3,041 3,591 3,889 550 18% 1,403 281

2135 IT business analysts, architects and systems designers 5,184 6,228 6,70

8 1,044 20% 2,468 494

2136 Programmers and software development professionals

10,091

13,185

14,462 3,094 31% 5,851 1,170

2137 Web design and development professionals 2,182 2,607 2,800 425 19% 1,031 206

2139 Information technology and telecommunications professionals n.e.c.

8,652

10,460

11,259 1,808 21% 4,535 907

2426 Business and related research professionals 2,105 2,146 2,259 41 2% 814 163

2473 Advertising accounts managers and creative directors 1,962 2,701 2,981 739 38% 1,388 278

3112 Electrical and electronics technicians 569 556 576 -13 -2% 195 39

3131 IT operations technicians 4,703 5,665 6,02

8 962 20% 2,079 416

3132 IT user support technicians 3,852 4,710 5,05

8 858 22% 1,882 376


40

3416 Arts officers, producers and directors 2,160 3,091 3,379 931 43% 2,149 430

3417 Photographers, audio-visual and broadcasting equipment operators

2,300 2,448 2,552 148 6% 1,418 284

3421 Graphic designers 2,721 3,413 3,718 692 25% 1,562 312

5242 Telecommunications engineers 2,108 2,573 2,787 465 22% 1,085 217

5244 TV, video and audio engineers 224 284 322 60 27% 200 40

5245 IT engineers 1,306 1,437 1,488 131 10% 856 171

7214 Communication operators 1,419 1,824 1,936 405 29% 925 185

Total Digital Technology occupations 71,9

64 86,956

93,621

14,992 21% 37,267 7,453

Table 1.3 – Largest Employed Occupations and Projected % Change

SOC Description 2014 Jobs

2014-2019 % Change


Education Level

2136 Programmers and software development professionals 13,185 10% £23.51 Level 6

2133 IT specialist managers 12,835 7% £27.30 Level 6

2139 Information technology and telecommunications professionals n.e.c. 10,460 8% £19.18 Level 6

2135 IT business analysts, architects and systems designers 6,228 8% £22.63 Level 6

3131 IT operations technicians 5,665 6% £15.84 Level 3

3132 IT user support technicians 4,710 7% £16.14 Level 3

2134 IT project and programme managers 3,591 8% £29.91 Level 6

3421 Graphic designers 3,413 9% £14.91 Level 6

3416 Arts officers, producers and directors 3,091 9% £21.32 Level 6

1136 Information technology and telecommunications directors 2,783 8% £37.46 Level 6

2473 Advertising accounts managers and creative directors 2,701 10% £21.99 Level 6

2137 Web design and development professionals 2,607 7% £17.55 Level 6

5242 Telecommunications engineers 2,573 8% £15.77 Level 3

3417 Photographers, audio-visual and broadcasting equipment operators 2,448 4% £12.45 Level 3

2426 Business and related research professionals 2,146 5% £18.23 Level 6

7214 Communication operators 1,824 6% £14.11 Level 2

2124 Electronics engineers 1,616 9% £17.09 Level 6

5245 IT engineers 1,437 4% £13.06 Level 6

2123 Electrical engineers 1,233 6% £23.35 Level 6

2126 Design and development engineers 1,004 4% £20.73 Level 6


41

2127 Production and process engineers 563 2% £19.70 Level 6

3112 Electrical and electronics technicians 556 4% £14.79 Level 4

5244 TV, video and audio engineers 284 13% £13.32 Level 3


Table 1.4 –Top In-Demand Occupations, Median Wages and Education Level

SOC Description Openings Median Hourly Earnings

Education Level

2136 Programmers and software development professionals 3,597 £23.51 Level 6

2133 IT specialist managers 3,122 £27.30 Level 6

2139 Information technology and telecommunications professionals n.e.c. 2,617 £19.18 Level 6

2135 IT business analysts, architects and systems designers 1,570 £22.63 Level 6

3131 IT operations technicians 1,301 £15.84 Level 3

3132 IT user support technicians 1,131 £16.14 Level 3

3421 Graphic designers 1,071 £14.91 Level 6

3416 Arts officers, producers and directors 979 £21.32 Level 6

2134 IT project and programme managers 923 £29.91 Level 6

2473 Advertising accounts managers and creative directors 915 £21.99 Level 6

1136 Information technology and telecommunications directors 780 £37.46 Level 6

3417 Photographers, audio-visual and broadcasting equipment operators 664 £12.45 Level 3

2137 Web design and development professionals 648 £17.55 Level 6

5242 Telecommunications engineers 643 £15.77 Level 3

2426 Business and related research professionals 617 £18.23 Level 6

7214 Communication operators 442 £14.11 Level 2

2124 Electronics engineers 435 £17.09 Level 6

5245 IT engineers 290 £13.06 Level 6

2123 Electrical engineers 283 £23.35 Level 6

2126 Design and development engineers 219 £20.73 Level 6

3112 Electrical and electronics technicians 116 £14.79 Level 4

2127 Production and process engineers 109 £19.70 Level 6

5244 TV, video and audio engineers 87 £13.32 Level 3



42

Table 1.5 – Top Digital Technology Occupation Location Quotients in Greater London

SOC Description


2014 Jobs


Education Level

2473 Advertising accounts managers and creative directors 1.95 2,701 £21.99 Level 6

3416 Arts officers, producers and directors 1.57 3,091 £21.32 Level 6

3421 Graphic designers 1.50 3,413 £14.91 Level 6

7214 Communication operators 1.49 1,824 £14.11 Level 2

2426 Business and related research professionals 1.47 2,146 £18.23 Level 6

2139 Information technology and telecommunications professionals n.e.c. 1.42 10,46

0 £19.18 Level 6

2135 IT business analysts, architects and systems designers 1.42 6,228 £22.63 Level 6

5242 Telecommunications engineers 1.42 2,573 £15.77 Level 3

2133 IT specialist managers 1.40 12,835 £27.30 Level 6

2136 Programmers and software development professionals 1.37 13,185 £23.51 Level 6

3417 Photographers, audio-visual and broadcasting equipment operators 1.36 2,448 £12.45 Level 3

2134 IT project and programme managers 1.35 3,591 £29.91 Level 6

2137 Web design and development professionals 1.29 2,607 £17.55 Level 6

3132 IT user support technicians 1.19 4,710 £16.14 Level 3

1136 Information technology and telecommunications directors 1.19 2,783 £37.46 Level 6

2124 Electronics engineers 1.16 1,616 £17.09 Level 6

3131 IT operations technicians 1.14 5,665 £15.84 Level 3

2123 Electrical engineers 0.91 1,233 £23.35 Level 6

5245 IT engineers 0.86 1,437 £13.06 Level 6

5244 TV, video and audio engineers 0.82 284 £13.32 Level 3

3112 Electrical and electronics technicians 0.66 556 £14.79 Level 4

2126 Design and development engineers 0.41 1,004 £20.73 Level 6

2127 Production and process engineers 0.39 563 £19.70 Level 6


digital skills research - london enterprise panel · 2015-05-18 · digital skills research digital...

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