Tag Archives: future jobs

Skilling up: the case for digital literacy

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As technology has advanced, and it has become harder to name simple tasks that have not become digitised in some form, the need for everyone in society to have a basic level of digital skills has markedly increased. From applying for jobs to ordering a coffee via an app, digital technology has undoubtedly changed the way we all go about our day-to-day lives. For those with the appropriate digital skillset, these advances may be viewed as a positive transition to more efficiently operated services. However, for those without the necessary digital skills, there is a risk that they will struggle to access even the most basic of essential services, such as opening a bank account.

Therefore, it is of no surprise that the issue of the digital skills gap is a concern for governments and businesses alike, with a recent report by the House of Commons Science and Technology Committee highlighting that the UK could be missing out on £63 billion in lost GDP each year, due to a general lack of digital skills.

The issue of the digital skills gap has never been more pronounced, as a result of the ongoing Coronavirus pandemic, where various restrictions have required us all to embrace digital technology, in order to work, learn and socialise with our friends and family.

Digital skills at work

The extent to which technology has changed the world of work cannot be overstated, with a recent CBI report stating that the UK is the midst of a fourth industrial revolution, spurred on by advancements in automation, artificial intelligence and biotechnology. Research conducted by the CBI found that 57% of businesses say that they will need significantly more digital skills in the next five years. Therefore, the workforce of the future will need to be supported to gain these digital skills, in order to gain employment and enable British business to benefit from the digital revolution.

Concerns have been raised regarding the ability of young people to access opportunities that will support them in developing transferable digital skills. Grasping key digital skills, such as the ability to navigate Microsoft Office, is undoubtedly necessary, but is no longer enough to meet the needs of employers.  

Digital literacy: the bedrock for a fourth industrial revolution

The ability to not just be able to use digital technology, but to truly understand how it works, is known as digital literacy. A report from the House of Commons Education Select Committee sets out how crucial digital literacy will be to the success of the fourth industrial revolution. The speed with which technology is advancing and changing ensures that within just a few years, digital platforms that we use today may become outdated. Therefore, it is unwise to focus on using a single platform when developing digital skills, as inevitably the platform will either gain new functionalities or become obsolete. Instead, digital skills should be developed in a way that ensures they are future-proofed and will not go to waste when the inescapable next big technological or societal change occurs.

Why do we need digital literacy?

An example of why digital literacy is important can be seen in the way in which many of us have adapted to work from home, as a result of the Coronavirus pandemic. Restrictions on face-to-face meetings forced us to consider new ways to work collaboratively and explore the myriad of platforms that facilitate video-calling, file sharing and instant messaging. Whilst we may have already had experience using existing video-conferencing platforms, such as Skype, it was clear that each organisation had to consider using new software, such as Zoom and Google Hangouts.

Many of us would never have used these software packages before and were expected to rapidly get to grips with it in real-time, and without the usual in-person back-up networks of colleagues and IT support. This highlights the importance of digital literacy: the ability to take insight gained from interacting with one digital platform and apply it to another was vital for business continuity during the initial lockdown. The ability to transfer knowledge gained from one platform to another, is vital to ensure that we harness the opportunities of digital advancements as they occur, and without the need for lengthy additional training.

Developing digital literacy

Developing digital literacy can be difficult. Research conducted by the Nuffield Foundation found that providing access to computers in schools was not enough to encourage the development of digital literacy. Instead, FutureLab advises that computers should be embedded and used across the curriculum. Ideas put forward within FutureLab’s Digital Literacy handbook, include:

  • Support children to make mistakes when using technology, allow them to create content that may not be to the high-standard we would expect and enable them to consider how they can improve the quality of their output.
  • Provide opportunities for children to work collaboratively online, e.g create a wiki or real-time document creation via Google Docs. Use this experience to highlight how anyone can make changes online, and develop critical understanding of how what we see online may not always be entirely trustworthy.
  • Harness the power of technology by going beyond the basics. Most children will be able to conduct a simple online search, then highlight ways this can be improved and advanced through Boolean search terms. Incorporate this into a lesson that discusses the value of critically assessing the value of information.

Final thoughts

Since the widespread adoption of the internet, the way we use technology has changed at an almost frightening pace. Therefore, the digital skills we all need to interact with technology must keep up if we are to truly harness the power and potential of these new advancements.

Ensuring that we are all digitally literate will enable us to take advantage of new digital platforms effectively and could potentially lead to future economic prosperity. Developing digital literacy, will not be easy, but it will be vital to ensure the future workforce have the skills they need to gain employment and play their part within the fourth industrial revolution.

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Read some of our other blogs on digital skills:

Careering into the future

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The New Year typically provokes reflection in people, particularly in areas of their lives such as relationships (lawyers report seeing a significant increase in enquiries about divorce at the start of January) and employment. On the 5th of January, the day that most of the country returned to work after the festive break, Scottish recruitment website s1jobs.com went down for a period due to the volume of traffic they were receiving, as people considered their options for change on what was dubbed ‘the most depressing day of the year’.

This quest for change looks set to continue throughout the year, rather than fall by the wayside at the end of the month along with the rest of people’s New Year resolutions. As reported by the Chartered Institute of Personal Development (CIPD), a survey by the Institute of Leadership and Management (ILM) found that over a third (37%) of respondents are planning to leave their current job this year, a significant increase on the 19% who expressed the same intention a year earlier.

For those looking to make a complete career change, research published by the UK Commission for Employment and Skills (UKCES) at the end of 2014 may make interesting reading.

Careers of the Future presents a list of jobs which, it is suggested, will be crucial for the UK job market over the next decade. The 40 roles were identified through an analysis of the UK jobs market, and based on the following indicators:

  • Pay: how much do people earn on average in the job?
  • Job opportunities: how much is the job expected to grow in terms of the number of people employed, and which jobs have the greatest recruitment demand?
  • Business need: which jobs do employers say are difficult to fill because of lack of candidates with the right skills and experience?

The report groups the identified ‘key’ roles for the future according to the following sectors: agriculture; business and finance; construction; education; health and care; information technology; manufacturing, installation and maintenance; protective services; science, engineering and technology; and transport and logistics. From these, 12 jobs are identified are as being those that present people, particularly young people, with a good mix of opportunity, reward and long-term potential:

  • Care worker
  • Construction project manager
  • Electrician
  • Farmer
  • IT business analyst
  • Mechanical engineer
  • Nurse
  • Police officer
  • Programme and software development professional
  • Sales account manager/business development manager
  • Secondary school teacher
  • Train and tram driver.

There are no real surprises on this list; more care workers and nurses are needed to reduce the demand placed on current staff by an increasingly ageing population, while the advent of ‘big data’ and apps has made software development “one of the top five most in demand jobs globally”.

The importance of STEM (science, technology, engineering and maths) skills, something we have looked at on the blog previously, is also in evidence on the list. Engineers and electricians are part of a STEM workforce that, while identified as being ‘critical’ to the future of the UK economy, is currently facing a shortfall of around 400,000 graduates annually.

One surprising omission from the list may be identified: lawyer. While shortfalls of new students have been reported in the news for a number of the roles included on the list, concerns over the number of students undertaking law degrees haven’t been raised since 2011. Although the majority of its predictions for what 2015 would look like were wrong (the world is, sadly, still waiting for hoverboards and food rehydrators), Back to the Future Part II did predict the abolition of lawyers by this year. While this is obviously also wide of the mark, it’s certainly interesting to see that law isn’t deemed a key future profession – especially as it is one of the professions (alongside medicine – another omission from the list) that parents would traditionally encourage their children to aspire to join.

Despite the absence of lawyers and doctors on the list, the inclusion of nurses, farmers and secondary school teachers on this forward-looking list suggests that the future may be somewhat more traditional and less radical than the predictions of film-makers 30 years ago!

Further reading

The Idox Information Service has a wealth of research reports, articles and case studies on careers, employment and skills needs. Some further recent reading on the topic includes:

Engineering and technology: skills and demand in industry – annual survey 2014

The extent and cyclicality of career changes: evidence for the UK

Remember the young ones: improving career opportunities for Britain’s young people

The impact of economic perceptions on work-related decisions, IN Journal of Career Assessment, Vol 22 No 2 May 2014

Better quality jobs (The CLES 10)

N.B. Abstracts and access to journal articles are only available to members.