Intent, Implementation, Impact Emsi Insight Event 8.30 - 9.15 - - PowerPoint PPT Presentation

▶
intent implementation impact emsi insight event
SMART_READER_LITE
LIVE PREVIEW

Intent, Implementation, Impact Emsi Insight Event 8.30 - 9.15 - - PowerPoint PPT Presentation

Nov 03, 2023 139 likes •627 views

Intent, Implementation, 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

slide-1
SLIDE 1

Intent, Implementation, Impact Emsi Insight Event

slide-2
SLIDE 2

Agenda

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 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

slide-3
SLIDE 3

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 § 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.

Ski kills

slide-4
SLIDE 4

Global expertise

Moscow, Idaho, USA

slide-5
SLIDE 5

Software

Education Further Education Higher Education Prison education Careers IAG Economic Development Local Enterprise Partnerships Combined Authorities Local Authorities Employment Recruitment agencies Corporates Professional bodies

API Consulting

Emsi in the UK

Basingstoke

slide-6
SLIDE 6

Skills shapes

slide-7
SLIDE 7

Skills shapes

slide-8
SLIDE 8

Automation, Brexit and Skills demand: trends, risks, and

  • pportunities

Duncan Brown, Senior Economist, Emsi

slide-9
SLIDE 9

3 big disruptions

slide-10
SLIDE 10
slide-11
SLIDE 11
slide-12
SLIDE 12
slide-13
SLIDE 13

Un Uncertainties

  • Technology innovation is

highly unpredictable

  • Often, technology takes a long

time to be adopted into use

  • Economics still matters –

possibility isn’t certainty

  • We don’t even know trading

arrangements for 2021!

  • For large countries, trade

effects are all in the detail

  • Just because you wouldn’t

build the factory now – doesn’t mean you’ll close it down

  • EU and non-EU migration

record levels for 10-20 years

  • In long run, labour supply

creates demand

  • Labour availability reshapes:

substitutes and complements

slide-14
SLIDE 14
slide-15
SLIDE 15

Measuring technology risk

Performing admin activities Processing information Estimating quantifiable chars. Controlling machines Repairing and maintaining equipment Selling or influencing others Handling and moving objects Working with the public Operating vehicles & devices General physical activities Communicating Scheduling work activities Identifying objects, actions, events Interacting with computers Monitor processes Analyzing data & information Documenting information Evaluating compliance Inspecting equipment/structures Getting information Monitoring/controlling resources Organising and prioritising work Making decisions, solving problems Resolving conflicts / negotiation Guiding, directing and motivating subordinates Developing objectives and strategies Establishing and maintaining interpersonal relationships Provide consultation and advice to

  • thers

Training and teaching others Assisting and caring for others Staffing organizational units Thinking creatively Coaching and developing others

High risk Middle risk Low risk

slide-16
SLIDE 16

Technology: not just ‘robots’

slide-17
SLIDE 17
slide-18
SLIDE 18
slide-19
SLIDE 19
slide-20
SLIDE 20
slide-21
SLIDE 21
slide-22
SLIDE 22
slide-23
SLIDE 23

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

  • n trade and migration, technology will follow

§As business models change, so does skills demand: challenge is to anticipate the disruption

slide-24
SLIDE 24

‘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

24

slide-25
SLIDE 25

The New EIF –Quality of Education

25

slide-26
SLIDE 26

What skills are employers looking for?

26

Key Skills

  • Literacy
  • Numeracy
  • Scientific literacy
  • ICT literacy
  • Financial literacy
  • Cultural and civic

literacy Abilities

  • Communication
  • Creativity
  • Critical

thinking/problem solving

  • Collaboration

Qualities

  • Curiosity
  • Initiative
  • Persistence/grit
  • Adaptability
  • Leadership
  • Social/cultural

awareness

slide-27
SLIDE 27

Intent…

27

slide-28
SLIDE 28

Curriculum Intent…..Strategically and Tactically

28

Intent Implementation Impact

slide-29
SLIDE 29

Example Intent statement

29

slide-30
SLIDE 30

Ofsted Education Inspection Framework, September 2019 Slide 30 hsdc.ac.uk

Where can Chemistry A Level lead me?

Studying A Level Chemistry develops skills in:

  • Analysis and problem-solving
  • Time management and organisation
  • Written and oral communication
  • Monitoring/maintaining records and

data

  • Team work
  • Research and presentation
  • IT and technology

Studying A Level Chemistry opens up employment opportunities:

  • Analytical Chemist
  • Chemical Engineer
  • Healthcare Scientist
  • Biochemist
  • Forensic Scientist
  • Pharmacologist
  • Research Scientist
  • Toxicologist
  • Environmental Consultant
  • Teacher
  • Nuclear Engineer
  • Science Writer
slide-31
SLIDE 31

Ofsted Education Inspection Framework, September 2019 Slide 31 hsdc.ac.uk

Where can Computing A Level lead me?

Studying A Level Computing develops skills in:

  • Programming languages, hardware

and software engineering

  • Multimedia design
  • Teamwork & leadership
  • Communication
  • Problem-solving & negotiation
  • Time management & organisation
  • Report writing
  • Numeracy
  • Coping with the rapid technological

changes in computing

  • Commercial awareness

Studying A Level Computing opens up employment opportunities:

  • Digital Copywriter
  • Data / Systems Analyst
  • Cyber Security / Forensic Analyst
  • CAD Technician
  • Games Designer / Developer
  • Information Systems Manager
  • Multimedia Programmer
  • IT Sales Professional / Consultant
  • Nanotechnologist
  • Network Engineer
  • VFX Artist
  • Web Designer / Developer
slide-32
SLIDE 32

Ofsted Education Inspection Framework, September 2019 Slide 32 hsdc.ac.uk

Where can Criminology A Level lead me?

Studying A Level Criminology develops skills in:

  • Generating and evaluating evidence
  • Making reasoned arguments and ethical

judgments

  • Critical thinking
  • Analysing and interpreting data
  • Report writing

Studying A Level Criminology opens up employment opportunities:

  • Community Development Worker
  • Detective
  • Police Officer
  • Prison / Border Force Officer
  • Probation Officer
  • Social / Youth Worker
  • Data Scientist
  • Local Government Officer
  • Paralegal
  • Social Researcher
  • Solicitor
slide-33
SLIDE 33

Mapping Skills The journey starts by identifying the skills the course will seek to develop in students to support their destinations.

33

slide-34
SLIDE 34

34

slide-35
SLIDE 35

The New EIF – Sequencing

35

  • 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.

slide-36
SLIDE 36

Spiral Curriculum…Why?

36

slide-37
SLIDE 37

T ypical Curriculum…

37

slide-38
SLIDE 38

Memory..

38

slide-39
SLIDE 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…

39

slide-40
SLIDE 40

Bloom’s Taxonomy

40

slide-41
SLIDE 41

Your Strategy??

41

The answer is:

15

The strategy to use is:

BODMAS

(Brackets, Orders, Division, Multiplication, Addition and Subtraction)

slide-42
SLIDE 42

Signposting skills… § English and maths whiteboards - picture § Ratios – student example

42

slide-43
SLIDE 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)

43

slide-44
SLIDE 44

Please get in touch…

44

Dan Beale @HSDC_dbeale

slide-45
SLIDE 45

FE ASSOCIATES Interim management Executive search and recruitment Quality Improvement advice and consultancy CPD and people development

slide-46
SLIDE 46

Summary and close

slide-47
SLIDE 47
slide-48
SLIDE 48

john.gray@economicmodelling.co.uk www.economicmodelling.co.uk David.sykes@fea.co.uk www.fea.co.uk

Get Get in t in touc

  • uch