Digital Skills research

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1 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 1

2 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 2

3 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." Section 1: Introduction a. Background House of Lords Digital Skills Committee report, February 2015 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

4 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 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 follows 1m of funding for computing via the Mayor of London s London Schools Excellence Fund (LSEF) 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 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 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; 4

5 o o 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. using Pupil Premium to support computing; 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 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. 5

6 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. 6

7 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 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. 7

8 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. 8

9 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: 9

10 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 10

11 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 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 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 11

12 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, % Greater London (green) 281, , % England (orange) 1,046,150 1,100, % United Kingdom (red) 1,155,055 1,214, % Source: EMSI Covered Employment 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 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 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 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 (see Appendix 2 for more information on job market descriptions). 12

13 Looking at the period 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 Source: EMSI Covered Employment We then extended the analysis out to the Greater London area for comparison. During the 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 13

14 top five growth DT occupations represented 57% of the job growth in the DT occupations in Greater London during the period Figure 1.3a Greater London Historic and Projected Job Changes Source: EMSI Covered Employment Looking at the period 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. 14

15 g. Largest Employment Occupations with the largest employment levels cover a range of skills levels, as described by the National Qualifications Framework (NQF) 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 Source: EMSI Covered Employment Considering the future prospects of these occupations, the 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. 15

16 Figure 1.4a Greater London: Largest Employed Occupations and Projected % Change Source: EMSI Covered Employment Considering the future prospects of these occupations, the 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 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. 16

17 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 Source: EMSI Covered Employment Figure 1.5a Greater London: Top In-Demand Occupations and Median Hourly Wages Source: EMSI Covered Employment

18 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 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. 18

19 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%)

20 - 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 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 there has been a 50% drop in the GCSE numbers for Design and Technology and 23% for Drama. Between there has been a 25% drop in other craft related GCSE s. 7 In , only 8.4% of students combined Arts and Science disciplines in their ASlevels 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% d A_level_and_level_3_SFR.pdf Report_Revised.pdf 7 _culture_creativity_and_growth.pdf

21 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 % Redbridge % Havering % Barking and Dagenham % Newham % Tower Hamlets % City of London 0 0 N/A Bexley % Greenwich % 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

22 Local Authority Total Schools Schools With Operational STEM Clubs % Schools With Operational STEM Clubs Hackney % Redbridge % Havering % Barking and Dagenham % Newham % Tower Hamlets % City of London 0 0 N/A Bexley % Greenwich % 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 ( 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 2 nd 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). 22

23 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 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? 23

24 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 24

25 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? 25

26 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? 26

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