Digital 2010 Actions
Digital 2010 sets out 37 recommended Actions. Each action specifies:
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Which skills requirements are addressed
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Who will own the action going forward
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Who will be key partners supporting the identified owner
- How the action will impact on the region
Below is the list of 37 agreed Actions as they stand today. All Actions are in progress, but some are highlighted as ‘live’ because there is a concentration of current activity in that area. For ‘live’ Actions, you can click through to find out more detail.
Current Workforce
- e-Business Academy (4)
- Provide skills and knowledge to enable employers and individuals to take up digital applications that can transform their business, including customer management (CRM), resource planning (ERP), financial and project management. This should incorporate sector specialised mentoring combining digital skills with business process support, using e-mentoring and communities of interest.
Owned by e-Skills UK - e-Learning Habit (8)
- Work with employers and providers to overcome barriers to the take up of e-learning amongst learners of all ages with the support of champions and e-mentors. This will be a vital contribution to the habits required for lifelong learning and accommodating change in an e-confident society.
- Emerging Technology Awareness (12)
- Build on the regional commitment to centres of excellence and specialism (e.g. Design, e-Business, e-Learning, RFID, Smartcards) to raise awareness of digital opportunities to a wider business and learner audience. This will involve working with vendors and technology originators to provide early information and instruction on new developments, redressing historic geographic imbalance through 'early bird' advantages to employers & practitioners.
- eSkills Passport (1)
- Promote the e-Skills Passport as a flexible diagnostic and catalyst for user skills development in all levels of organisation, regardless of the uptake of ITQ outcomes - from large enterprise to micro businesses and public sector. This approach is also applicable to learners in schools and FE.
- Improved Technology Application (10)
- Promote and facilitate the use of technology through on-line services that help employers with the practical use of digital technologies for business benefit. These services should address buying, implementing and using ICT, use of central and local e-government services and new ways of working such as e-procurement and collaborative working. This will build on the experience of the My-IT pilot.
- ITQ in Industry (6)
- Align provision of user skills with market needs, combining a skills improvement journey with employer-recognised records of achievement. This shifts away from 'one qualification fits all' to the choice of outcomes within a flexible framework (e.g. ITQ), building skills incrementally yet systematically over a period of time.
- Just In Time Knowledge (9)
- Develop funding mechanisms for employers to access knowledge whenever, wherever and however suits their needs because continuous updating is business critical in relation to digital products and processes. Knowledge may need to be acquired through a variety of mechanisms including training, e-learning, consultancy, mentoring, conferences, trade events and product launches.
- New Employment Models (2)
- Work with employers to maximise the potential of the digitally skilled workforce, by developing roles, employment conditions and working practices that take advantage of such as home working and freelance expertise. It will be essential to design training entitlements appropriate to individuals as well as to employers.
- Next Generation User Skills (7)
- Work with the appropriate Sector Skills Councils to ensure regional employers can access user skills that reflect new ways of working and the associated productivity tools. This should recognise the increasing range of digital tasks that may be economically and effectively performed by well trained users.
- Planning LSC Provision (16)
- As part of the LSC annual business planning cycle, perform a rolling 'fitness for purpose' review of core FE provision in ICT and digital media. This will include review of the value and volumes relating to generic awards, especially Level 2 & Level 3 ICT and media programmes.
Owned by the Regional Learning + Skills Council - Service Certifications (11)
- Work with trade bodies and the Skills for Business network to introduce certifications that provide the region with high quality digital field support, especially for the home and small business user. Whilst such services may be remotely mediated, the role of the certificated (e.g. CORGI equivalent) service engineer should make a vital contribution to the next phase of digital take-up.
- Specialist Facilities (22)
- Support new and existing strategically selected centres to maximise the crossover of digital technologies, applications and skills into economically significant sectors such as design, engineering, logistics and healthcare. These centres should link to National Skills Academies, Centres of Industrial Collaboration, NTIs and CoVEs, though local delivery will be important where critical mass or competitive advantage is anticipated. Whilst meeting regional needs, these centres could attract a wider market.
- Subject Gaps (5)
- Work with the appropriate Sector Skills Councils to address gaps in emerging technical subjects (e.g. Open Source, wireless networking, security) and in disciplines such as Project & Service Management and Technical Pre-sales. These needs may be addressed by training trainers & by curriculum development where necessary.
- Vendor Relationships (21)
- Support specialist providers in establishing value added relationships with high impact digital technology vendors; for example, providing regional support channels for vendor certifications and knowledge transfer. A 'Memorandum of Understanding' between leading vendors and the RDA should provide a mechanism for formulating and committing these relationships.
- Workplace as catalyst (3)
- Exploit the potential of the workplace for introducing adults to digital opportunities for the first time. This may involve employers allowing personal use of the web outside working hours linked with access to associated training and e-learning.
Delivery Capacity
- Coherent Learning Ladders (15)
- Address gaps in ICT and digital media learning ladders to deliver desirable progressions in the necessary volumes. Particular attention should be given to transitions across sectors (e.g. KS4 to FE, A Level to vocational FE & Foundation Degrees) and to areas of industry demand where the qualifications pipeline is inadequate (e.g. Progression from generic Level 2 courses to web development skills).
- Digitally Innovative Teachers (13)
- Provide shared opportunities for teachers and lecturers to develop their digital skills resulting not only in personal e-confidence but also in the ability to build digital experiences in to their subject delivery. This will involve skills in content development, supported by communities of interest and other forms of on-line interaction.
- Embedding Digital in Curriculum (14)
- Invest in content, infrastructure and staff resources to further embed digital experiences and e-learning in all subjects across the curriculum in schools, Further Education and Adult & Community Education.
- Learning and working on-line (17)
- Implement advanced scenarios whereby businesses, the current and the future workforce can optimally learn and work on-line to solve problems, to grow international supply chains and to share practice. As well as screen based e-learning, scenarios should encapsulate collaborative and immersive on-line interaction.
- New Certifications (19)
- Work with the Skills for Business network to ensure the skills offer enables entrepreneurs and freelancers to seize the moment. For example, prioritise interactive media as an emerging and rapidly changing area of skills, employment and high profile economic opportunity - illustrated by web, mobile and cross-platform products. This will involve support for specialist training providers in adopting ground breaking technologies (e.g. HDTV, RFID, Skype, Smartcard) and emerging service models.
- Train Specialist Trainers (20)
- Build on the cascade model offered by specialist delivery pyramids (e.g. around NTIs and CoVEs) to train specialist trainers in new technical certifications and vendor programmes. These trainers will typically be from public and private providers, though voluntary sector and employer in-house trainers may also be supported.
Owned by Yorkshire Forward - User Skills Delivery Capacity (18)
- Address shortfall in delivering user skills to citizens and employers by increasing the supply of trainers and other support (such as blended e-learning, learning mentors and technical support). This applies both to training providers and in the workplace and the community. The capability of newly qualified teachers will be a significant element.
Future Workforce
- 14 to 19 Pathways (23)
- Introduce user and technical vocational courses in schools from KS4, including localisation of subject matter and placement models. Technical specialisms should include such as ICT services and digital media production. User specialisms should include ITQ and web site skills.
- Digital / STEM Integration (28)
- Engage with the regional Science Technology Engineering & Maths (STEM) programme with the perspective that ICT and digital media are fundamental to creating the interdisciplinary post-industrial workforce of the future.
- Digital/ Industrial/ Scientific Convergence (DISC) (29)
- Maximise the interaction between digital and the industrial / scientific disciplines in HE. This will include building up interdisciplinary opportunities for undergraduates and postgraduates across this potential divide. In this inter-disciplinary context, skills in communication, team working and analysis will be of particular importance.
- Education Business Partnerships (25)
- Further develop the mechanisms whereby digital employers can be engaged in supporting schools, colleges and universities to animate the vocational elements of this Action Plan. This will be achieved through such as workplace visits, guest lectures, professional residencies, placements and not least through opportunities for teachers, lecturers, voluntary & community trainers to shadow industry professionals.
- Employer Endorsed Degrees (30)
- Develop computer science and applied computing degree offerings applicable to different types of digital and ICT employer. These degrees will drawing on distinctive regional needs and niches, whilst emphasising essential technical and personal skills.
- Engaging Under-represented Groups (34)
- Develop schemes that will engage individuals from under-represented and excluded groups in digitally-related employment and community activity. This will include helping women to enter the digital workforce in vital roles, such as service management, project management and web design.
- Flexible Apprenticeships (24)
- Work with e-Skills UK and Skillset to design and pilot provider led schemes at Level 3, bridging the gap between vocational opportunity in schools and employment in such areas as service & web management and interactive media. The regional predominance of SMEs requires provider led models involving a variety of employers in the lifetime of an ‘apprenticeship' at Level 3. The opportunities offered by Foundation Degrees and other HE placement schemes should also be fully exploited.
- New Roles (26)
- Define, market test and formalise qualifications for potential new roles involving intermediate skills (e.g. roles in IT infrastructure, applications, desktop support, home technology integration, web development, e-marketing). The potential workforce below graduate level should be a particular target.
- Schools ICT & Digital Media Curriculum (27)
- Work with the QCA to ensure the relevance and dynamism of ICT and media curricula in schools from Key Stage 3, including opportunities to develop creativity and critical thinking relevant to the digital world. This should address reasons for falling interest in ICT studies at critical ages, despite the underlying upward trend in digital literacy. The engagement of girls in the digital realm at Key Stages 2 & 3 is of particular importance for the future knowledge economy, to be achieved through such as the e-Skills UK Computer Clubs for Girls.
Information Advice Guidance
- Enterprise Experiences (33)
- Deliver high impact enrichment experiences with digital and ICT employers which involve working across educational age boundaries from Key Stage 3 to postgraduates whenever possible. Playing a broader role than placements, these experiences would typically be one day or less and would complement work with IAG resources. National Enterprise Week offers a key focus.
- Information Advice & Guidance Portfolio (32)
- Work with the Skills for Business network to develop a portfolio of regionally relevant IAG materials to promote digital skills and employment. This should involve a combination of engagement, case study and pathways information, presented through a range of media, targeting the 14-19 audience and of value to parents and guardians. This will require a rolling professional development initiative to support IAG professionals, teachers and employers in delivering this agenda.
- Just In Time Knowledge for Citizens (31)
- Develop channels that enable citizens to access information on purchasing, installing and using digital tools in their everyday lives. This could be ‘My-Life', the citizens equivalent of the My-IT model for accessing knowledge and solving problems on demand. These channels should take broadband access as a given, whilst recognising diversity of access (e.g. games and TV platforms).
People Outside Workforce
- Adult Digital Literacy Qualifications (36)
- Drive the introduction of short courses that offer more granular and flexible breakdown of digital subjects at Entry, Level 1 & 2. This should exploit the capability of digital activities to engage - not only younger people through such as games, messaging and mobile but also older generations through hobbies and pastimes like photography, family history and gardening. This 'stealth' approach is compatible with emerging adult ICT curriculum standards.
- e-Service Take-up (35)
- Cultivate awareness and use of online services amongst the wider public, with particular emphasis on digitally excluded groups. The focus should include not only e-government and e-health services but also beneficial knowledge, commerce & lifestyle propositions.
Owned by Local Government Yorkshire & Humber - JIGSAW Schemes (37)
- Introduce Job Interview Guarantee Schemes (JIGSAW) across the region that create new digital career opportunities using models tailored to the range of entrants and employers. A 'pre-JIGSAW' feeder involving selection, mentoring and training should maximise the entry of wider groups in to JIGSAW - for example, fully funded Level 2 courses such as A+ can seed the technician career pathway.