A new research report, Education for a World of Opportunity, reveals that more than a third of decision makers in UK SMEs believe technology and innovation have created fewer opportunities for unskilled workers to “learn on the job” and advance to higher paying roles.
The YouGov poll, conducted on behalf of ACS International Schools and IBSCA UK and Ireland, surveyed British Small and Medium Enterprises (SMEs) which, in 2022, made up 99 per cent of UK businesses*. To gain a greater understanding of the perspectives, qualitative research was also conducted with representatives from companies including: The Royal College of Art, Amazon Web Services and Pepsi Lipton.
The data shows that technology plays a key role in the modern workplace – nearly a third (29 per cent) of British SME decision makers disclosed they feel the impacts of innovation and technology post-Covid have created greater inequality within their teams.
Senior decision makers were asked where they believe the technical responsibilities lie. More than half (58 percent) believe that everyone, including the leadership team, needs to understand and be able to use the technology that is at the core of their organization.
Integration of technology in schools
When asked about how to integrate technology into schools, Teresa Carmona, founder of Revive, said: “When I started my career, I had to educate myself with Excel and formulas. So, I think schools should teach basic tools that most workplaces will ask about. I think mimicking the ergonomics of a school when it comes to using technology would be a good thing, so it almost becomes second nature.”
Nearly three-quarters (73 percent) of senior decision makers in small and medium businesses agree that everyone needs basic IT skills like Word, Excel, PowerPoint and email to work in the workplace, and 60 percent expect new hires, especially candidates Beginners, have these basic IT skills.
“With more advanced technology on the horizon, we can’t put the lid back on the Pandora’s box of big data and machine learning,” said Robert Harrison, Director of Integrated Education and Technology at ACS International Schools. “For students to work in a changing career environment as new and innovative industries emerge A unique set of employability skills is needed. Schools should not ignore applied digital skills – such as digital workflows, database management and data analytics. Only by providing this generation with comprehensive training in ‘all things tech’ can we ensure our young people are ready for the world of work ever-changing.At ACS International Schools, we use technology to enhance learning and teach students how to use all the tools around them to be the best versions of themselves and prepare to lead the industries of the future.”
From interactive digital skills sessions covering 3D printing, coding and robotics, to students taking exams on screen through the International Baccalaureate (IB) Middle Years Programme, ACS International Schools has embed technology into everyday learning and teaching, rather than isolating the use of technology for IT lessons and weekly communications.
Harrison explained: “Digital assessments present exciting and extended opportunities to assess what students have learned, in more meaningful ways, with greater student involvement, through contemporary technologies. Schools must serve as centers for extended learning that focuses on more than just telling facts and working problem sets.”
Richard Markham, Chief Executive of IBSCA UK and Ireland, added: “Educational assessments do not measure what young people already know; Examinations need to go beyond recall of knowledge and assessment of transferable comprehension and applied skills. The International Baccalaureate has been leading this space since 2016, when it introduced the MYP e-Assessment Program. The IB is also leading the global educational response to cutting-edge technologies such as generative AI, which provides educational opportunities for students and educators and can be a useful tool to support learning and teaching in many interesting ways.”
Professional empathy versus automation
YouGov survey data also represents concerns among employers about the social impacts of technology in the workplace. Nearly a quarter of senior decision makers in SMEs believe that greater technological developments will devalue human input and achievement. However, business leaders believe that technology can have positive effects on working life. Two-thirds (66 percent) believe technology will allow for greater flexibility – making the workplace more attractive to entry-level workers.
More than two-thirds of senior decision makers in SMEs surveyed believe that professional empathy is important to work productivity and satisfaction when there is less human interaction.
Sullen Adler, Senior Director Global Insights, Pepsi Lipton said: “The constant need for stimulation and consumption of content, due to technology, affects attention span, which is a huge concern for me. I don’t think it’s helpful to think about things, or absorb knowledge , or allowing the mind to rest to think clearly.”
Harrison concluded, “Education must evolve to keep up with technological developments and teachers will need to be more creative in their assessments to truly attract young minds. But we must also convince students and teachers that technology is just one of many tools they can use to improve learning in the world. For real, being a technology expert is no more important than job satisfaction, professional empathy or productivity – which is why technology integration should be part of a broad, diverse and stimulating curriculum.”
