VIEWSVIEWS & OPINIO N OPINION


Addressing theUK’s’s skills shortagewith P-TECHschool s


Comment byMARKWAKEFIELD, Corporate Citizenship & Corporate AffairsManager - IBMUK


In six short years, Pathways in Technology


officially launch i following the an the first P-TECH


nouncement at the end of 2018 that programme in the UK, and only the s


n Ireland in 2019 . A viable career path A viable career path


P-TECH is a new, non-selective approach to secondary school education. Established by IBMand local educators in Brooklyn, New York in 2011, the P-TECH model provides students—largely from disadvantaged communities—with a viable career path in today’s increasingly digitised economy. The model combines traditional secondary school approaches with tertiary education, structured work experiences, and paid internship opportunities provided by employer partners. Students will graduate from the P-TECH programme with a Level 4 qualification, such as BTEC or HNC, enabling them to immediately enter a competitive entry-level job or further pursue higher education.


I Improving employability skills mproving employability skills P-TECH is arriving in the UK at a critical time in education. The European Collaborationwth employers Collaboration wiith employers


oject days, and paid internships. Further, by employing a P-TECH Fellow, a position that serves as the school-business liaison officer, they will work closely with participating schools to map the skills needed for success in high demand occupations within their sector and adapt the curriculum content accordingly.


Employers are a core element of the P-TECH model. Collectively, they will provide students with access to one-to-one mentoring, worksite visits, proj


The success of any P-TECH project depends on this kind of close public- private collaboration, with a shift in mindset and full buy-in from every stakeholder. By securing the commitment of employers, schools and, most importantly, the students, P-TECH continues to strengthen ties between education and the economy.


programme (P-TECH) has demonstrated significant scale and promise to education. The UK now joins this transformation, marking an important step in advancing digital skills in education and workforce development, as IBMannounces the launch of P- Tech initially at two schools and one college. Scheduled to kick off in Leeds this September, this is econd in Europe, P-TECH woul d


Commission estimates that by 2020 the gap between the demand and supply of ICT specialists in the EU will be around 500,000.Meanwhile, because UK school systems are largely designed to facilitate progression to university, many young people find themselves excluded from professional “new collar jobs” due to a lack of qualification s and employability skills .


Addressi Addressing skills shortages and educational disadvantage Since P-TECH was specifically designed to address the dual challenge of skills shortages and educational disadvantage, it has huge potential to support the UK’s broader skills agenda. For example, a key objective of the UK Government’s Digital Skills Strategy is training 1.2 million people in technical and digital skills by 2022. P-TECH can enable this kind of fast turnaround, as graduates from P-TECH can earn a tertiary qualification and develop the skills required to give them the opportunity to enter the workforce, go on to university or embark on an apprenticeship. The open enrolment concept, with no exam, entrance requirements, or fees, provides opportunity regardless of a student’s background.


ng skills shortages and educational disadvantage


Ultimately, by enabling students to earn an advanced qualification, along with the academic, technical and professional skills required for success today, P-TECH puts students in the driving seat, empowering them to make the best choices for themselves and their families .


Diverse classrooms need diverse histories


Comment by SUSIE THORNBERRY RY, Assistant Director,


Public Engagement & Learning, ImperialWar Museums (IWM)


Many teachers and education


professionals can relate to the challenge of engaging students with their subject. But for those of us involved with


encouraging and facilitating the learning of history, the challenge is even greater. We need often to take something which seems remote and make it relevant to the students in our classrooms. And as those classrooms become more diverse, it can be a struggle to find and present history that will resonate with students. The recent centenary of the First


WorldWar has been a useful exercise,


highlighting the desire for a brighter light to be shone on what have been called “forgotten histories.” This includes, in particular, the huge contribution of ethnic minorities and women to the conflict, whether on the front line or in supporting roles. For example, the African, Caribbean and Indian involvement in the British war effort from 1914 to 1918 came to over two million combatants and non-combatants. How many of us can say that we truly understand that contribution?


2 2 www .education-today.co.uk.co.uk www


At IW M, we are very aware of the fact that s uch contributions ar e underrepresented in history as many of us learn it.We are also aware of the challenges of bringing those stories to the forefront. Frequently the availability and accessibility of diverse primary source material is a major hurdle for teachers.


Within IWM’s rich collection are thousands of diverse stories, told through works of art, photographs and film, personal letters and diaries, official posters and pamphlets, and objects of all shapes and sizes.We want to help teachers access and interpret these resources, and maximise the impact they can have on learning about war and conflict. IWM’s newly digitised FirstWorldWar film collection, which can be accessed online, provides one opportunity for teachers to approach the conflict from a new angle. Footage from this archive inspired artist John Akomfrah to createMimesis: African Soldier, which remembers the millions of African and colonial soldiers, labourers and carriers who served in the FirstWorldWar. This exhibition, part of IWM’sMaking a New World Season, is open at IWMLondon until 31March.


IWMrecently held a teacher CPD day to explore ways to engage students with history. A series of addresses, panel sessions and workshops looked at how we can extract diverse stories using the resources available, and how these resources can equip teachers with new tools and widen students’ understanding of war and conflict. Guest speakers from a range of fields offered insights experiences and guided discussions on the chall of teaching diverse histories.


enges and opportunities from their own


Events such as these are but one way organi sations such as IWMcan support schools and teachers to demonstrate history’s diversity, and make it relevant in their classrooms. There are many more things we can, and must continue to, do. Through our wealth of resources, we can stories that will bring history to life, and demonstrate the t war and conflict has on the world in which we all live.


impact tha unlock the


Marc h 2019 2019


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