In Intent, Impl Impleme mentation, Impa Impact Emsi Insight Event
8.30 - 9.15 Registration & Breakfast Networking 9.15 – 9.30 Welcome John Gray, Director of FE, Emsi UK 9.30 – 10.45 Automation, Brexit and Skills Demand: trends, risks and opportunities Duncan Brown, Senior Economist, Emsi UK 11.00 – 11.45 How to develop our teaching practitioners to place greater emphasis on skill development Dan Beale, VP, Havant and South Downs College and Principal Consultant, FE Associates Agenda 10.45 -11.00 Refreshments & Networking 11.45 – 12.15 Education Inspection Framework – Early reflections and Implications David Sykes, Joint MD, FE Associates 12.15 -12.30 Summing up & Close John Gray, Director of FE, Emsi UK
Mission Our mission is to us use d e data t to d drive ve eco econo nomic p c prosper erity. . To do this, we inform and connect three critical audiences: § People, who are looking for good work Skills § Employers, who are looking for good people § Educators, who are looking to build good programs and engage students Since this vital connection takes place in the context of regional economies, we also work with workforce and economic development organisations labouring to improve economic ecosystems.
Global expertise Moscow, Idaho, USA
Emsi in the UK Software API Economic Education Employment Development Further Education Local Enterprise Recruitment Partnerships agencies Higher Education Combined Corporates Prison education Authorities Professional bodies Careers IAG Local Authorities Consulting Basingstoke
Skills shapes
Skills shapes
Automation, Brexit and Skills demand: trends, risks, and opportunities Duncan Brown, Senior Economist, Emsi
3 big disruptions
Un Uncertainties • • • Technology innovation is We don’t even know trading EU and non-EU migration highly unpredictable arrangements for 2021! record levels for 10-20 years • • • Often, technology takes a long For large countries, trade In long run, labour supply time to be adopted into use effects are all in the detail creates demand • • • Economics still matters – Just because you wouldn’t Labour availability reshapes: possibility isn’t certainty build the factory now – doesn’t substitutes and complements mean you’ll close it down
Measuring technology risk High risk Middle risk Low risk Communicating Scheduling work activities Guiding, directing and motivating Performing admin activities subordinates Identifying objects, actions, events Processing information Developing objectives and Interacting with computers strategies Estimating quantifiable chars. Monitor processes Establishing and maintaining Controlling machines Analyzing data & information interpersonal relationships Repairing and maintaining Documenting information Provide consultation and advice to equipment Evaluating compliance others Selling or influencing others Inspecting equipment/structures Training and teaching others Handling and moving objects Getting information Assisting and caring for others Working with the public Monitoring/controlling resources Staffing organizational units Operating vehicles & devices Organising and prioritising work Thinking creatively General physical activities Making decisions, solving problems Coaching and developing others Resolving conflicts / negotiation
Technology: not just ‘robots’
Summing up • Technology, trade and migration: different paths to performance, all with pros and cons • Technology – threat and promise?: technology is what drives productivity growth, but it’s often disruptive • Not isolated: more migration -> less trade/technology? Knock-on consequences all around • Brexit will change all three in time: although focused on trade and migration, technology will follow • As business models change, so does skills demand: challenge is to anticipate the disruption
‘How to develop our teaching practitioners to place greater emphasis on skill development’ Dan Beale – Principal Consultant FEA & Vice Principal Havant and South Downs College 25
The New EIF –Quality of Education 26
What skills are employers looking for? Key Skills Abilities Qualities • Literacy • Communication • Curiosity • Numeracy • Creativity • Initiative • Scientific literacy • Critical • Persistence/grit thinking/problem • ICT literacy • Adaptability solving • Financial literacy • Leadership • Collaboration • Cultural and civic • Social/cultural literacy awareness 27
Intent… 28
Curriculum Intent…..Strategically and Tactically Intent Implementation Impact 29
Example Intent statement 30
Where can Chemistry A Level lead me? Studying A Level Chemistry opens up Studying A Level Chemistry develops employment opportunities: skills in : - Analytical Chemist - Analysis and problem-solving - Chemical Engineer - Time management and organisation - Healthcare Scientist - Written and oral communication - Biochemist - Monitoring/maintaining records and - Forensic Scientist data - Pharmacologist - Team work - Research Scientist - Research and presentation - Toxicologist - IT and technology - Environmental Consultant - Teacher - Nuclear Engineer - Science Writer Ofsted Education Inspection Framework, September 2019 hsdc.ac.uk Slide 31
Where can Computing A Level lead me? Studying A Level Computing opens up Studying A Level Computing develops employment opportunities: skills in : - Digital Copywriter - Programming languages, hardware - Data / Systems Analyst and software engineering - Cyber Security / Forensic Analyst - Multimedia design - CAD Technician - Teamwork & leadership - Games Designer / Developer - Communication - Information Systems Manager - Problem-solving & negotiation - Multimedia Programmer - Time management & organisation - IT Sales Professional / Consultant - Report writing - Nanotechnologist - Numeracy - Network Engineer - Coping with the rapid technological - VFX Artist changes in computing - Web Designer / Developer - Commercial awareness Ofsted Education Inspection Framework, September 2019 hsdc.ac.uk Slide 32
Where can Criminology A Level lead me? Studying A Level Criminology opens up Studying A Level Criminology develops employment opportunities: skills in : - Community Development Worker - Generating and evaluating evidence - Detective - Making reasoned arguments and ethical - Police Officer - Prison / Border Force Officer judgments - Probation Officer - Critical thinking - Social / Youth Worker - Data Scientist - Analysing and interpreting data - Local Government Officer - Report writing - Paralegal - Social Researcher - Solicitor Ofsted Education Inspection Framework, September 2019 hsdc.ac.uk Slide 33
Mapping Skills The journey starts by identifying the skills the course will seek to develop in students to support their destinations. 34
35
The New EIF – Sequencing • Sequencing (of the curriculum and of learning) needs to be clearly demonstrated by teachers & assessors. • Intent and sequencing of their learning needs to be understood and articulated by teachers and students. • Relevant skills need to embedded throughout the course and sequenced accordingly. 36
Spiral Curriculum…Why? 37
T ypical Curriculum… 38
Memory.. 39
Lesson Objectives § With the increased focus on skill development from the new EIF we need to plan for relevant skill embedding through the setting of objectives… 40
Bloom’s Taxonomy 41
Your Strategy?? The answer is: 15 The strategy to use is: BODMAS (Brackets, Orders, Division, Multiplication, Addition and Subtraction) 42
Signposting skills… § English and maths whiteboards - picture § Ratios – student example 43
Key summary points… § Students know the ‘WHY’ of each lesson and the curriculum: Associated employers, Skills acquired & possible destinations § Students self assess against identified skills § Use of whiteboards to signpost skill embedding § Learning environment to promote associated careers § Lesson observations to review embedding of skills and their impact § Create Skills Bank (Celebrate Effective Practice of staff who are effective with embedding skills) § Observation policy which develops, not just measures (Ofsted focus) what intervention is put in place? § Ensure all staff and students understand sequencing (Ofsted Intent) 44
Please get in touch… Dan Beale @HSDC_dbeale 45
FE ASSOCIATES Interim management Executive search and recruitment Quality Improvement advice and consultancy CPD and people development
Summary and close
Get in touch john.gray@economicmodelling.co.uk www.economicmodelling.co.uk David.sykes@fea.co.uk www.fea.co.uk
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