Software consultancy Scott Logic has published a series of ‘A Day in the Life’ employee stories
Those interested in working at Scott Logic, or just interested in hearing about different IT roles, can learn about jobs such as graduate developer, developer, senior developer, lead developer, technical architect, head of development, test engineer and lead test engineer.
John Wright, recruitment manager at Scott Logic, said: “We’ve grown steadily over the past 10 years and as most companies often experience, the real people and their stories can be lost behind traditional corporate content used on company websites.
“The response we received from our staff was amazing and their stories clearly communicate what it’s really like to work at Scott Logic.”
Scott Logic has offices in Newcastle, Edinburgh, Bristol and London and plans to grow its workforce by 50% in 2015.
This is a guest blog from Martin Baker and Mike Glanville are former chief officers of Dorset Police, now directors of One Team Logic, providers of MyConcern safeguarding software for schools.
Question: Which Google search returns 366 million hits? Answer: ‘Lessons Will
Be Learned’. OK, not all of these hits refer to safeguarding but you get the point; this hackneyed phrase has become the media statement of choice following every instance of incompetence, negligence, malfeasance or tragedy. But when the media interest wanes are those lessons really learned? And what does that mean in the context of safeguarding in schools?
Firstly, some background. The 1973 public inquiry into the death of seven-year-old Maria Colwell laid the foundations for the UK’s contemporary child protection procedures. Since that time a litany of tragic incidents has resulted
in further fundamental
changes in legislation. These developments have been accompanied by a plethora of Government guidance and recommendations from innumerable Serious Case Reviews (SCRs) following the death of or serious injury to a child. So, there is no shortage of ‘lessons to be learned’ in relation to safeguarding, and not least in education.
Yet the processes underpinning one of a school’s most fundamental duties – to safeguard its pupils – continue to operate like a 1950s bureaucracy. In 2015 our ‘digital natives’ are being safeguarded by a regime steeped in paper, brown manila folders, four-ring binders and filing cabinets. In UK schools today you will find a huge range of information and technology to support almost every aspect of education – but not safeguarding. And this at a time when safeguarding has never been more complex, nor the legal duties on schools more stringent. The ever-present risk of abuse, neglect, the contemporary challenges of child mental health, e-safety, child sexual exploitation, female genital mutilation, extremism and radicalisation, the multiple issues from home and community that can affect child development and wellbeing – a whole world of risk passing through our school gates on a daily basis. And all predominantly managed on paper and email. Add to this the pressure on schools to pursue targets, the limited time available for training and the austerity-driven reductions in local authority (LA) support and it becomes clear that ‘learning lessons’ isn’t straightforward.
So who is accountable? Ultimately, it is the responsibility of headteachers, governing bodies and academy sponsors to ensure that safeguarding practices in schools are effective. But how do they know? In the age of ‘big data’ it is startling that, because of the paper-driven nature of the safeguarding systems in schools, there is little-to-no data of any practical use to assist schools, their LAs or their Local Safeguarding Children’s Boards to track threats and predict trends in order to protect children. (By law, schools must provide an annual safeguarding report to their governing bodies; this is often very short, containing only a handful of manually compiled statistics). ‘After the fact’, Ofsted inspects school safeguarding arrangements and allocates a grade – if your safeguarding is ‘Inadequate’ so is your school. But by then the damage could have been done.
During our policing careers we saw the tragic consequences for victims and families when safeguarding failed, and as school governors we have observed the endless paper trail that accompanies safeguarding in education. We have examined in detail every piece of legislation, policy and guidance and every relevant Case Review. This resulted in us designing an integrated approach to safeguarding that seeks to incorporate all of the ‘lessons learned’ in relation to: governance, leadership and management; preventing harm; recording concerns; case management; information sharing within schools and with other agencies; recruitment, vetting and training; allegations of abuse against staff; data protection and subject access; information security; records transfer between schools; the retention of records (25 years in respect of child protection – good luck with the paper!) and the vitally important issue of learning from the data.
Our schools are full of committed members of staff who succeed in safeguarding through their own skills and determination, despite the very poor systems and tools at their disposal. We are now able to provide not only the information but also the technology that they need and deserve in order to deliver on their safeguarding responsibilities. We’ve recently joined the E2BN ThinkIT framework, designed to make IT simple for schools, because we believe that schools should be able to access good support from trusted organisations, and that lessons should be learned!
 England, Wales, Scotland and Northern Ireland all have their own child protection legislation, albeit there are many similarities; this article focuses on the current arrangements in England.
 SCRs are held following the death of or serious injury to a child where abuse or neglect is thought to be involved; in 2014 in England alone there were 58 SCRs, the majority of which related to child deaths.
This is a guest blog from Stone Group and Advanced Security Consulting.
Stone Group’s Simon Harbridge and security consultant Jay Abbott of Advanced Security Consulting recently got together to discuss the worrying issue of security in schools and how technology helps and hinders its progress. What they talked about may surprise you.
Simon Harbridge: Jay, you and I recently attended the same debate on digital safeguarding, and we found a lot of common ground. I was quite surprised that the conversation seems to be still revolving around simply educating kids about the dangers of online conversations. Were you?
Jay Abbott: I wasn’t taken aback, but I was a little concerned by it, as were you I think! We were talking with highly influential people, from NASUWT, Childnet, ParentZone, as well as heads of school. I felt that there was a fixation on the damage that being online can cause, and the knock-on effects on teachers and pupils, rather than a need to solve the root issues.
Simon Harbridge: Agreed. There were several moments of clarity, one being a comment that kids don’t respect or use the term ‘e-safety’, so we shouldn’t either, and another being that kids don’t distinguish between on and offline conversations or relationships – they are all part of their social mix. I can relate to that, because we’re spending a lot of time with schools who want to foster an environment of location independent learning – bringing education to life with lessons outside the classroom that use elements such as Augmented Reality to bring things online into the offline world. BYOD and one to one device schemes are driven by this change. It’s kind of exciting, seeing technology be such an integral part of day to day life in schools, especially as it’s matching children’s expectations about how life ‘should’ be.
Jay Abbott: Precisely, but from my experience, the focus needs to also be on the ‘back office’ parts of a school’s technology, for the roots of digital safeguarding strategy to really take hold. No one to one device scheme, or digital policy is going to weather the demands on it, or the attacks on its security, without particular attention to the technology, and the people managing the devices.
Simon Harbridge: Of course. We’re working with a lot of schools at the moment to replace their obsolete Windows Server 2003 technology. Much of that is driven by the unique security threats to education that continuing to use it beyond the end-of-life Microsoft has decreed. We think about one in five schools will be left vulnerable. What kind of problems do you think sticking with obsolete technology like Windows Server 2003 can lead to?
Jay Abbott: Well, in the context of a school, where an “us vs them” culture exists between the general user base and supporting infrastructure, maintaining strong internal defences is essential. The ability to attack and exploit known vulnerabilities has literally become child’s play and can even be executed from mobile phones and tablets. Due to a combination of free access to the required tools, simple user interfaces, readily available information and video learning on how to use the tools and a general teenage desire to “mess around”, any unpatched and out of date systems accessible from networks that students are attached to is a recipe for disaster.
Simon Harbridge: Yes. I wonder if enough schools consider that these sorts of attacks can come from within? There’s a lot of focus still on the safeguarding issues sites such as ratemyteacher put into play, but more needs to be understood about the basics, such as the fact that without support on obsolete products, you are also without security, so the bottom line is, everybody in the school, and that school’s data is vulnerable, regardless of the policies, internet management software or pupil education schemes you have in place.
Jay Abbott: Ofsted focuses on digital safeguarding and the penalties for failure to make sure the standards are heavy, and lots of schools understand that. But more needs to be done to promote understanding that technology’s role in your Ofsted rating doesn’t begin and end with the device in the child’s hand. I would urge Ofsted themselves to speak more about this and offer clearer guidance.
Simon Harbridge: We met with David Brown, the ICT lead at Ofsted and had a very interesting conversation about data protection and the lack of awareness in schools of its importance. The Information Commissioner’s Office (ICO) can, and will turn its attention to education soon – the NHS has recently been audited and the public sector must be held accountable for the information it safeguards. Schools should be thinking about the safety and security of their pupil and teacher data as a matter of course, before any increased scrutiny begins.
Jay Abbott: Yes, and again, data compliance and security is a ‘back office’ issue. Education really needs to continue to get its entire house in order, not just the front line of technology.
This is a guest blog by professor Steve Ross-Talbot, senior director and venture leader, Cognizant
If you set a group of year nine pupils a challenge, it is striking how creative they can be. In a brainstorm, it always impresses me how they are able to immediately think laterally and intuitively, pulling in reference points from their friends, family, their environment and their use of modern technologies like social media. Having run similar sessions with groups of experienced executives, it is fascinating to see that these students most accurately reflect the role of the CEO, who has to approach all new ideas with an open mind.
This was one of the discussion points at the latest ‘Insight Day’ held at the Cognizant London offices earlier this month, in conjunction with Teach First and attended by students from five schools in the Hounslow area. As part of Cognizant’s STEM/STEAM (Science, Technology, Engineering, Arts and Maths) initiative designed to get children enthused about science and technology subjects, the pupils brainstormed wearable technology ideas, coming up with genuinely perceptive innovations. These included a football shin-pad with a chip to highlight diving or injuries, and a hat for explorers with GPS and a panic button synced with rescue operations. As part of the panel at the event, I was astonished at the creativity exhibited by the pupils and the energy and enthusiasm they showed in brainstorming and presenting business ideas.
This type of initiative is hugely important if we are to actively tackle the STEM/STEAM skills shortage in the UK. Figures from 2013 from the Digital Skills for Tomorrow revealed that around 745,000 additional workers with digital skills will be needed to meet the rising demands between 2013 and 2017 in the UK, with 900,000 vacancies across Europe by 2020 according to European Commission numbers.
In order to meet this shortfall, it is essential that businesses and schools work together to engage students at an early age by demonstrating the variety and range of career options available to them. Brainstorming STEM/STEAM ideas with relevance to the students’ everyday lives certainly helps, but in fact just travelling to Canary Wharf and getting a taste of office life – even if just for one day – can be a real eye opener. Running the session outside of the school environment also helps it to be memorable. Since the Insight Day, the teachers involved have told us that the students remained engaged with the topic and even wanted to continue researching and brainstorming more ideas.
Something else which was particularly encouraging was the role which the girls played in their teams. With daily reports that the STEM/STEAM skills shortfall is particularly acute amongst women who, despite making up 46 per cent of the UK’s work force, fill only 16% of IT and telecoms professional occupations, it was fantastic to see the girls at the event actively engaging with the discussions and often leading the presentations. With news also showing that less than 5% of girls in OECD countries contemplate pursuing a STEM/STEAM career, events which engage females at school age are crucial if we are to find greater balance in the future.
Crucially, with over 75% of new jobs in the next five years requiring STEM/STEAM expertise, the industry must recognise the need to increase the number and diversity of students in these subjects, working alongside the education system to encourage them to enter this field.
Days like these where we come together to give the pupils an opportunity to air their ideas in a setting like Cognizant shows them how their imagination can lead to significant results; as an outcome of this event, it is highly likely we will have seen at least one future entrepreneurial millionaire. Sparking new ideas is hugely rewarding and a proven way in which to encourage school children: one that should also inspire experienced business people to think a bit more like their inner 14 year old.
This is a guest blog by Steve Gandy, CEO at MeetingZone.
No one should be in any doubt that technology can enable people to work together anytime, anywhere any place and on any device. But although the UK’s flexible working policy has been in effect since 2014 it’s clear from recent research by Censuswide and Unify that organisations are still failing to enable employees to benefit from working remotely.
With today’s employees being able to email, access networks and manage tasks on the move – why does everyone need to be in the office all the time, at the same time? And what’s really blocking the adoption of flexible working practices?
Enabling cultural change
One of the key reasons is poor leadership from many of the people who head up UK businesses. Many company leaders continue to fight against new ways of working, happily burying their heads in the sand – taking the “if I can’t see ’em working, they can’t be working approach.” But take this decision at your peril – increasingly your competitors aren’t taking the same laid back approach and you may find that you get left behind!
The reality is cultural change has to happen within an organisation to make flexibility work, and that change needs to kick in from the top. When leaders buy into the concept of flexible working, it doesn’t take long for the domino effect to cascade swiftly throughout the rest of the organisation. To engender this change, senior management need to show a real desire to use technology, train employees on it and then trust them to get on with the job. Unless they do, all the investment in technology in the world won’t have any impact.
Tech at your fingertips
Of course, we all know you can’t always replace traditional ‘face-to-face’ interaction. And I’m not suggesting that remote working is the only way – it won’t work for all businesses – but there are a lot of times when it’s just not necessary to have everyone in one place.
It’s about utilising the array of unified communication solutions that are already available. Collaboration technologies such as WebEx or Microsoft Lync, offer a variety of options for organisations including desktop telephony and videoconferencing ‘presence’ (the ability to see when someone is online and available), instant messaging, screen-sharing and interactive whiteboarding. Most of these have been around for some years and can easily replicate face-to-face communications.
If embraced properly technology can be enabler of business change and has the potential to substantially boost to UK PLC. We’ve seen companies in diverse sectors like legal, construction and not for profit see immediate benefits with decisions being made on-the-fly, meetings taking place in real time and on-the-go. Many employers see a real boost in business agility, not to mention a significant reduction in the cost of travel and subsistence.
And it’s all easily achievable and will make companies more effective and efficient in the long term. So come on UK leaders – time to embrace change in the way we do business now and in the future.
This is a guest blog from Phil Tee, chairman and CEO of Moogsoft. This is the first installment of a three-part series that speaks to navigating the challenges for tech startups in working with universities to accelerate innovation and business goals.
1. How do tech startups consider partnership with universities and when is it valuable?
There has been a long-standing tradition of partnering between established companies and academic institutions to drive innovation. Today, this type of collaboration is booming in the US and the UK, due to policies being created in both regions by higher education authorities to foster these relationships.
However, when it comes to tech startups, the collaboration could go deeper and be more meaningful. One of the obvious reasons for the cultural disconnect is that startups (venture-backed, Silicon Valley entities, especially) are commercially motivated to pursue academic research. Universities, conversely, are bastions of domain specific knowledge looking to answer big questions and make great leaps in their respective fields. The major differentiator here is time. In the case of startups, VCs are funding 18 months of operational costs, but for researchers, that timeline barely covers pursuit of an advanced degree.
So, once this differentiation is accepted, how can these two spheres be aligned enough to make the end result resonate?
Clearly, corporate and academic partnerships can be a win-win proposition for both sectors. For tech startups, these collaborations can be a strategic addition of resources into R&D projects that they may not have bandwidth or talent internally to complete. In addition, they can add a robust recruiting pool for future staffing needs. For universities, these partnerships create an ongoing opportunity for testing the rigor of theories, or leveraging existing patents towards real-world applications. The resulting synergy is that of an engineering/design model tailored to the dynamics of a specific business use case.
But how do tech startups identify the most opportune times to partner with universities? Based on my experience gained over the past 20 years and across three startups, these are the key areas for consideration:
- · Exploratory Phase: As a startup evaluates a market opportunity in a new technical or business area, it may seek additional input and a venue for testing key concepts. University researchers can often help to support these needs and validate differentiators for the initial idea/technology.
- · Data Analysis: Especially in the case of a startup working with large quantities of data, university researchers can support computational analysis. Since graduate labs are often working with data sets in novel ways, academic researchers can act as a new set of eyes for a business problem that has a data component. Such was the case here at Moogsoft, as we wanted to apply a data-driven approach to solving important IT operational management problems.
- · Technical Challenges: If a company encounters a technical log jam, university partners can add value by taking on a piece of that challenge and addressing it part-by-part in collaboration with the startups’ R&D team. If left lingering too long, these challenges may monopolize the startups team’s time and impede technical and business processes.
At Moogsoft, we’ve built an ongoing relationship with those pursuing an advanced level of data science at a leading UK university. This collaboration has helped develop our machine learning technology, creating a significant competitive advantage. For a tech startup like ours, this type of partnership has produced a real impact on accelerating our differentiation and has allowed us to accomplish more as a startup.
Phil Tee is Chairman and CEO of Moogsoft. The second installment of this series will focus on managing intellectual property rights to move product innovations from lab to market.
This is a guest blog from Geoff Smith, Managing Director of Experis, an IT recruitment specialist
Despite the capital’s prominence as the home of silicon roundabout start-ups, Shoreditch design houses, and global banks and insurance companies, the UK’s boom in IT job creation is more than just a London success story. The government’s recent Tech Nation report and our own Tech Cities Job Watch(TCJW) both reveal a fierce hunt for top IT talent across all corners of Britain. The reality is, job seekers are firmly back in the driving seat and employers need to make themselves aware of the market trends to ensure an important competitive edge in the battle for talent.
In the midst of a protracted skills shortage, there’s little room for employers to be complacent when it comes to finding the people with the right experience to fulfill IT and digital needs. The Tech Nation report revealed that 74% of digital companies in the UK now operate outside of London. The knock-on effect is that clusters of experienced IT professionals with the sought-after skills are moving outside of the obvious hiring grounds of London, leaving our capital’s businesses with no choice but to extend their recruitment search across the UK for the skills they require.
Our first TCJW report showed that ‘Tech Cities’ such as Manchester, Birmingham, Bristol, Cambridge, Newcastle and Edinburgh have emerged as areas where multiple companies are looking to find talented IT professionals with in-demand skills. Whilst many of the emerging cities have great transport links, London-based companies that wish to access talent based in these areas should consider reviewing their flexible or remote working policies to attract some of the talent back.
Another factor employers need to consider when looking for talent is that soft skills can be just as vital as technical skills. We regularly speak to companies that have employed people solely for their tech prowess and later realise that they also need people who can share their knowledge with others and communicate the value of new developments to management, such as emerging programming languages. They need to be able to interrogate data and present it to varying audiences in plain English.
The expansion of opportunities outside the capital has big implications for candidates too, putting them in the driving seat with greater control over their careers and multiple options for location, salary and work life balance. Skilled IT candidates who have developed their experience and skillset over several years are in a strong position to find excellent job opportunities. Those who are willing to travel for work can explore lucrative contractor roles, commanding day rates averaging £521 for Cloud positions in Bristol and £600 for Big Data positions in Cambridge.
The TCJW report showed that Mobile Development skills were in massive demand across the country. This area has grown rapidly in recent years, with a particular demand for android, iOS and Ruby on Rails development skills. Web developers are also in high demand, particularly those who can work confidently with back-end .Net, Java and SQL skills and front-end UI, UX and visual design skills.
There is a growing need for IT Security skills as employers look to improve their defence against the increasing number of cyber threats. They will be looking very favourably on candidates with CLAS, Cyber Security and Information Security skills.
These highly sought after skills have a tendency to gather where there are opportunities. For example, Cambridge is leading the cities outside London for permanent Mobile Development and Web Development pay, with average salaries reaching £41,032 and £39,750 respectively. Meanwhile, Glasgow is leading on Big Data (£45,300) and IT Security (£50,804) and Birmingham on Cloud salaries (£52,684).
We intend to release our TCJW report on a quarterly basis to keep businesses updated on the trends shaping IT recruitment and enable candidates to make informed decisions based on the evolving opportunities across the country.
As demand for IT talent continues to outstrip supply, it will be increasingly important for employers to broaden their talent search in order to meet their current and future skills needs. Similarly, candidates will make themselves more attractive to employers if they ensure they are equipped with the latest technical and soft skills, and those who are flexible enough to work remotely or travel cross-country will be well positioned to secure the best jobs. As the battle of the Tech Cities rages on, a buoyant market for new jobs and opportunities will continue. IT pros and employers who embrace it will be the ones to watch.
SpacePortX in Manchester are holding an open day this Friday, to invite people from the tech and startup scene to view its space and hear about its mission.
On Friday 13 March from 3pm SpacePortX will open its doors to both fully-fledge businesses and startups for a Q&A and tour.
Doug Ward, Shaun Gibson and Martin Bryant are the founders of SpaceportX and are on a mission to ensure Manchester becomes a top five European startup destination. They also aim to develop the North West of England into a tech startup hub of the future.
Ward and Gibson are also the founders of Tech Britain, which mapped out the UK’s tech startup scene. Both co-founders are advisors to Number 10 Downing Street and the University of Manchester.
Following the Open Day SpacePortX will be hosting Silicon Drinkabout.
I visited SpacePortX on a recent trip up to Manchester and I would highly recommend dropping in to see their amazing space and to meet the people who work there.
You can find out more information and register your place here.
hairman of CCE share why he believes today’s apprentices are our future entrepreneurs
According to the government’s website, in 1914 dress making was the most popular apprenticeship, followed by engineering. In 2014 dress making is not even on the list and engineering slides to number nine. At a time when we should be focused on building high value products and services it is disappointing to see one of the core skills for the fashion industry not in the top ten and engineering continuing to lag. Indeed it is my view that apprentices should be seen as the future business leaders and entrepreneurs, who will drive growth for this country. However, as a report by Demos shows we clearly have to do a much better “PR job” on Apprenticeships.
The Commission on Apprenticeships Report admits that there is a lack of “parity of esteem” for technical and vocational learning. Indeed while all agree apprenticeships are a vital cog in our economy only 15% of employers offer such schemes compared to more than half of employers in Germany. Sadly there is a sense of institutionalised attitudes towards apprenticeships, which we must tackle. For example one survey of parents suggested that only one fifth viewed apprenticeships as having the same status as university education despite over 90% saying apprenticeships are a good thing. However, I would suggest it is not just this over-emphasis on university education that is the problem. It is also a fault of focusing on the wrong type of apprenticeships, which has led to a misunderstanding of its benefits for business and society.
For example, I do not want to be condescending towards the other apprenticeships that appear on the Government’s 2014 top ten, but it concerns me that business administration and management are the number two and three in the list. Are we really creating a nation of managers? These skills are important, but they do not create business value in anywhere near the same amount as specialised skills. If Britain wants to lead the world and drive economic growth this has to be addressed. That is underlined in the Demos report, which says 72% of businesses who have apprentices see an increase in productivity and apprentices can expect to earn 18% more having completed an advanced programme. Such a crucial message is key to underlining the value of these schemes and addressing this “esteem” issue.
With National Apprenticeship Week taking place this week, my own career path has been brought to mind and how the journey started out thanks to an apprenticeship scheme. My first “break” was as an apprentice engineer with British Overseas Airways Corporation (BOAC) which went on to become British Airways. While I was there I was exposed to a wide variety of experiences and built up skills, which have stood me in good stead throughout my working life. For example, I learned about using tools, devising repair schemes, process planning, and working on design in the Drawing Office. During my post apprenticeship period (sometimes called Journeymanship) I helped to build a real time reservations system and that knowledge – in part – helped me to secure a role with Clarkson’s Holidays, designing and installing real-time reservations systems.
I have been lucky enough work for some of the major brands in the UK, including George Wimpy and ICL, before going on to set up CCE, so I believe I have a great deal to thank apprenticeships for as a way into the workplace.
Apprenticeships benefit everyone
When I see young people of all backgrounds and abilities struggling to find job opportunities – or even work experience – I can’t help but think apprenticeships could have a far more important role to play. We do need a more skilled workforce, but it is wrong to view higher education as the be all and end all. Apprenticeships mix valuable learning with even more valuable on-the-job experience, which businesses have admitted is a key factor when decided who to hire. From the student’s perspective there should also be more flexibility built into the language used around apprenticeship schemes. If you start out as an apprentice car mechanic or engineer it does not necessarily mean you will end up in that role.
Today our family business, CCE, enjoys a turnover of around £20 million and serves a wide range of blue chip corporate clients. I would argue that part of our success is due to the fact that when I set up the business I brought with me a library of knowledge from all my previous roles. Above all, starting out as an apprentice ignited a desire for learning and developing new skills that has always stuck with me. Perhaps if apprenticeships were seen as a gateway to bigger and better things, a means to encourage a permanent cycle of career development, they would offer businesses and apprentices even greater value.
Apprenticeships are the answer to the war for talent
As the chairman of our family business I see great value in apprenticeships, which is why we have sponsored several students through Brunel University. We are sponsoring a new undergraduate through university education next year who has already worked for us during his vacations. While we do not have the resources of larger companies, we want to make our contribution and as a medium sized business we see huge benefit for us.
It shows a potential employee that we are invested in his or her future, which clearly helps with employee retention. Additionally, we are able to bring in new skills and compete for talent that we might otherwise lose to larger competitors. Above all we have found apprentices reciprocate and show huge dedication to our business, which of course benefits our customers and growth.
The government has asked British business to pledge its support for apprenticeships and while we are not participating directly in the scheme I do feel we are contributing. I would ask other business leaders – especially in the engineering and technology sectors – to weigh up the benefits of this scheme and help our future generations kick start their careers. Business leaders should view these committed individuals as the entrepreneurs, who will drive their future business growth.
This is a guest blog by Phil Dunmore, head of consulting UK at Cognizant.
Over the last few years there has been a lot of interest in Maker Faires in the US and the Maker Movement. Many have heralded the Maker Movement as bringing about the third industrial revolution by creating a community of entrepreneurs who, in general, are highly skilled in Science, Technology, Engineering and Maths (STEM). These communities act like multi-generational incubators of creativity and innovation. The direct result of this is that the next generation of budding Makers are focusing on boosting their STEM skills in order to be involved, and succeed in, this movement.
The creator of Maker Faire, Dale Dougherty, describes it as a gathering of “artists, scientists, craftsmen and engineers who seem to belong together, connected by enthusiasm and common passion where we see innovation in the wild.” Four years later as the White House held its first Maker Faire, US President Obama remarked that, “If you can imagine it, then you can do it–whatever it is. And that’s a pretty good motto.”
Companies in all industries are looking for innovators – not just inventors. At the same time, much attention is focused on the innovation deficit in the U.K. and lack of proficiency in science, technology, engineering and mathematics (STEM) disciplines and how to address the shortfall. How can we harness the Maker Movement to inspire the next generation of innovators here in the UK?
Cognizant’s view is that creativity and innovation coupled with STEM are essential to producing the products and services we will need in the future. For this reason we need to focus on both STEM and the arts – sometimes referred to as “STEAM.” And moving beyond competitiveness, we believe that education, and particularly STEM education, is the fundamental sustainability issue of our time, since the solutions to poverty, global health issues and climate change will require a highly educated and STEM-literate population.
The mission of Cognizant’s Making the Future education initiative is to make STEM fun through hands-on learning opportunities. We believe strong STEM literacy coupled with creativity and collaboration will help prepare the next generation to drive innovation and growth in our global economy.
Making the Future is important for many reasons. Hands-on project-and design-based learning approaches are more consistent with the cognitive processes and learning styles we attribute to the millennial generation and younger. These approaches spark creativity, critical thinking and collaboration. They “pull” kids into STEM disciplines by generating interest and confidence, rather than “pushing” them to do better in maths and science. The Maker Movement, with its emphasis on do-it-yourself (DIY) and do-it-with-others (DIWO) projects, provides a strong community and supporting philosophy that inspires this type of creative learning and can appeal to both girls and boys across a broad range of socio-economic backgrounds.
Tomorrow’s STEM jobs will place increased demands on the development of new STEM competencies. We no longer live in an Industrial Economy – we are firmly implanted in the Knowledge Economy, or what some call the era of digital business, in which we compete on code. New technologies are revolutionising the future of work created by global and virtual environments made up of millennial workers and consumers. Technical skills are not relevant forever, but transforming an individual into a life-long learner is enduring. Making the Future emphasises the process or the “doing” of the project, encouraging collaboration, interdisciplinary problem-solving, risk-taking and the intrinsic motivation. These qualities will be at the core of the change-makers of tomorrow.
Traditional approaches alone are not meeting the demands of future jobs or preparing a trajectory of success for the next generation of workers. Innovation is about taking something we have done traditionally and adapting it so it allows us to run better and run differently.
Today’s inspiration is tomorrow’s innovation.