Question...What do Government Lords say should be seen as
important a utility as water and electricity, and as prevalent in education as
literacy and numeracy?
The answer, according to a report published late
February by the UK Government... digital access and understanding.
The findings, concluded in the UK’s Digital
Skills Committee report, came as the Chair of the Committee, Baroness Morgan,
signalled the UK was now approaching a fork in the road in its digital
decisions - with rapid technological change quickly approaching.
A situation, which Lords of the Committee were
keen to point out, would leave the UK government with two choices.
On the one hand, a chance to "Seize
the opportunity” and introduce a more accelerated approach to digital
adoption.
On the other, presented with the option of “taking the foot
off the pedal". Maintaining the status quo and the current takeup of digital
practices.
Called "Make or Break: The UK's Digital Future", the
report and its backers were clear in their view of which route to take –
outlining the UK’s
fragile position and present failure in addressing its significant digital
skill shortage. Any incoming Government, the report claimed, urgently needs to
resolve this.
While concerned, Baroness Morgan emphasised the decision posed an
exciting opportunity for the UK, its economy, workforce and people at large.
Commenting on the impact of a widespread
Government led digital agenda, the Committee Chair suggested the UK would see
extensive benefits across society.
In its workforce, the UK would see the emergence
of more jobs focused on digital skill and greater evolution of current roles.
Preparation for these roles would start in primary education to equip children
with relevant skills for later working life.
The report found that teachers required further
training, particularly up-skilling of longer serving teachers. A coding
curriculum would be widely received, to ensure digital was taught alongside
literacy and numeracy based subjects to meet the proportion of learners that
would require digital skill in future jobs.
Lords commented that a digital agenda would see
improved gender equality in work. Male dominated stem subjects and careers like
science, mathematics and engineering, are often so because more girls opt out
at GCSE, and from there are excluded. Baroness Morgan suggested this one track access
needed to be changed to allow fairer access to women – and could be realised
through digital. A process which could have a “transformative effect” on the UK’s
economy.
The Committee’s findings on digital inclusion included
a mention of how important a resource digital will be for everyone in the
future. Likened to water and electricity, Morgan and fellow backers didn’t hold
back, stressing this belief had to be a starting point going forward.
Obstacles would however need to be overcome.
Including better digital training and access to groups across society,
from the elderly to the impoverished and certain geographic regions across the UK.
Studies also found more needed to be invested
into the UK’s 18-24 age group, who’s digital skill was not up to the Committee’s
expectations.
The Committee's chair concluded her hopes for the
report commenting
"This report is a wake-up call to whoever
forms the next Government in May. Digital is everywhere, with digital skills
now seen as vital life skills. It's obvious, however, that we’re not learning
the right skills to meet our future needs. It's not a critique of the past.
What we're saying is their needs to be a comprehensive digital agenda, led from
the top, from the heart of government, with a renewed focus of activity".
It’s clear then that Digital as an agenda holds
the key to countless advancements in society. Will the next government embrace
it? We certainly hope so!
