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  • 1. 2014 Microsoft, Gazelle Group and Intel. All rights reserved. Authors: Ha Cole, Enterprise Strategist at Microsoft UK and Fintan Donohue, CEO of Gazelle Group Key contributors: Dave Coplin, Chris McLean, Mike Morris and Linda Chandler Sponsored by Microsoft, Gazelle Group and Intel May 2014 Further Education Reimagined Preparing for the Future Workforce.

2. 2 Further Education Reimagined Preparing for the Future Workforce Contents Introduction 3 The Rapidly Changing World 4 The Changing World of Work 4 The Changing World of Education 5 The Intense Competition 7 New Thinking New Strategy 8 Thinking Shift 1 Actively Prepare for the New Worlds of Employment (and Self-Employment) 9 Thinking Shift 2 Invest in Technology to Deliver Student Success and Employment12 Thinking Shift 3 Increase Transparency and Accountability15 Summary and Call for Actions 16 Note A Key Technologies for Further Education Reform18 Note B Microsoft, Intel Solutions and Certifications 21 Acknowledgments 23 3. 3 Introduction Technology is changing the way we live, work and play. It is continuing to make certain forms of labour redundant whilst creating new jobs and markets at a pace that grows faster every year. Technology is enabling people to work and to learn at a time and a place of their choosing. Increasing numbers of people are working from communal hubs, business incubation centres and mobile offices. The next generation of workers will have new outlooks, values and ways of working, typified by their reliance on social networking technologies to connect, collaborate, learn and create. Technology is recognised by many organisations as the strategic enabler to remain competitive and to grow. In the midst of this technological and social revolution, the debate around post-compulsory education in the UK has been dominated by the relationship between education, employment and competitiveness in the global economy. The golden thread running through the debate is the importance attached to advancing vocational skills as tangible outputs of the education system in such a way that the learner also acquires the technical and functional skills that are key to economic competitiveness. The emergence of the University Technical Colleges1 , the work of the commission for adult vocational teaching and learning and an increased emphasis on skills in the Further Education sector are all important products of that debate. What if, however, the drivers for collective and individual success require significantly more than technological mastery and knowledge acquisition? What if the new worlds of work now require T-shaped individuals? Individuals, Gazelle2 would argue, for whom a vocational and technical vision for the sector does not deliver on its own. Gazelle believes that a vision for vocational training without depth reflects a reductionist view of the needs of employers. Employers and indeed the self-employed, increasingly need to demonstrate a broader portfolio of personal, professional and functional capabilities in order to engage effectively in a world of work that requires individuals to create value. Indeed, the Confederation of British Industry3 (CBI) and other stakeholders identify the combination of deep expertise in a chosen vocational field together with the wider capabilities of creativity, teamworking, entrepreneurship, enterprise and other personal and technical abilities as the hallmark of success for employees in the 21st century. This breadth in learning will not appear as a by-product of a vocational and knowledge acquisition-based educational system. It requires a pedagogy, a learning experience and an assessment structure that is just as rigorous and applied as the curriculum that it underpins. If all of the available education and training funding is attached solely to the mastery of vocational skills, then colleges will fail to deliver the balanced outcome that a competitive economy will increasingly require. This report makes the case for a radical rethink of how learning should be delivered. It asks questions about leadership and the capacity of our sector to reap the rewards for learners that technology can potentially deliver. It offers some thought and practice on how our colleges might begin to reshape their curriculum to accommodate a bigger vision for colleges in the 21st century, borrowing from and aligning with practices in the business world. Its purpose, as with earlier Gazelle thought publications, is to stimulate debate in order to strengthen the quality and relevance of colleges to society and to industry in the decade ahead. Fintan Donohue, CEO Gazelle. 1 http://www.utcolleges.org/ 2 http://www.gazellecolleges.com/ 3 http://www.cbi.org.uk/ 2014 Microsoft, Gazelle Group and Intel. All rights reserved. 4. The work we do has changed dramatically in the last 20 years. Technology has automated many traditional manual, high routine jobs that have been the mainstay of college success and this trend will continue faster than ever before. Even information workers are no longer immune to automation. Indeed, 47% of job categories are open to automation in the next two decades. Only non-routine work will continue to provide jobs in the long term. The nature of the work we do has also changed, as described in Gazelles Enterprise Futures4 . Careers characterised by long-term, well-defined employment in a single organisation still exist, but their number is shrinking. Instead, jobs regularly change as organisations outsource to suitable locations (onshore and offshore) for optimal outcome. Technology has lowered the barrier for entry and enables entrepreneurs and small organisations (6 to 10 people) to trade locally, nationally and globally. These small organisations and entrepreneurs will continue to grow in number and specialism to form micro-experts in the macro-economy5 . In short, organisations will increasingly operate and collaborate within a global networked economy of differing sizes. We need to ask what we are doing in our colleges to take account of this changing employment landscape. The nature of the work we do has started to change as described by Coplin in Business Reimagined.6 Coplin argues that the source of organisational competitiveness is to enable people to be fully engaged, fully creative and productive. His answer involves: Empowering employees to work anywhere, anytime of their choosing. Enabling employees to leverage their collective knowledge by creating culture of transparency and collaboration. A management style that empowers employees to have shared ownership and accountability. We need to ask whether our colleges are adjusting their internal culture to create the competitiveness that Coplin refers to. Fundamental shifts have occurred before in the industrial age but this time the pace of change is significantly faster as technology makes it easier to try out new business models. Individuals with the right skills will capture a significant proportion of wealth whilst the remainder face shrinking opportunities with lower earnings. In this landscape, Coplin advocates that education should become more destination- oriented, focusing on where students will get employment or start companies as well as acquiring formal vocational skills. This involves a change of emphasis away from simple acquisition of qualifications to a more applied and commercially relevant real world approach. He argues that colleges need to equip students with long-lasting skills such as teamworking, digital fluency, and entrepreneurship as well as how to learn effectively as the foundation for their lifelong learning. College leaders, he suggests, need to create physical and technological environments that can support and deliver applied learning and competitive advantage. Coplin questions whether college leaders have the expertise, training and confidence to deliver technology change at the pace required. The Rapidly Changing World The Changing World of Work 47%of job categories in the next two decades are open to automation Source: the Future of Employment by Frey & Osborne 2013 Individuals with the right skills will capture a significant proportion of wealth whilst the remainder face shrinking opportunities with lower earnings. 4 Enterprising Futures Changing Landscape and New Possibilities for Further Education by Gazelle in 2012 5 Race Against The Machine: How the Digital Revolution is Accelerating Innovation, Driving Productivity, and Irreversibly Transforming Employment and the Economy, by Erik Brynjolfsson and Andrew McAfee, Digital Frontier Press, 2011 6 Business Reimagined: why work isnt working and what you can do about it, by Dave Coplin, Harriman House, 2013 4 Further Education Reimagined Preparing for the Future Workforce 5. 7 Generation Y will reinvent outsourcing, Gartner 2013 8 Ten things everyone should know about students and digital learning, National Speak Up 2013 http://www.slideshare.net/ProjectTomorrow/ten-things-about-digital-learning-and-students-j-evans-fetc-2014 The Changing World of Education Younger generations (Y and Z) have very different values and ways of working to preceding generations7 . They value change, variety, excitement and diversity, and they actively seek new challenges. They are impatient and thrive on instant gratification and feedback. They enjoy social networking and embrace people from different cultures and countries. They embrace virtual teamworking and multi-tasking. They value work-life balance and like technology to enable them to freely and seamlessly mix their private and work life. The above preferences are clearly expressed in a recent survey8 of students: They like to learn anywhere anytime, to be in control of their learning and to learn at their own pace. They like social-based learning using e.g. text, chat, networking sites. They like digitally rich content using e.g. video. They like games (in learn