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Welcome to the new Digital Innovators website

Mick Westman, Founder

I’m thrilled to welcome visitors to our new Digital Innovators website (and blog).

The last 12 months or so have been a whirlwind of activity for our team. What started (in 2016) as a pilot project to help young people that had struggled to reach their full potential through traditional academic routes, has since blossomed into a full blown course benefitting hundreds of students – and we couldn’t be more pleased.

Our work to date has seen us develop relationships with colleges, universities, local authorities and employers, all of whom want to help young people unlock their potential. Feedback from our students and partners suggests we really are changing lives – not just by giving students the skills they need to excel in the workplace, but by giving them the confidence in their own ability to succeed.

Take a look at the unique way that we work with young people in further education, and the exciting projects the students are engaged in with our local employers. Projects that make a real difference.

None of our work would be possible without the considerable support of our partners, employers and supporters. Thanks to generous support, we are starting to expand what we do and look forward to sharing some announcements about this soon.

As well as our latest news, our blog contains insights into our ground breaking work, and our thinking on topics such as apprenticeships, the future digital workforce and what being being “digital” means.

This is also where we’ll keep you updated with our latest news, tell you about events and courses we are running and also publish informative posts on the digital world we all live in.

We have gone through a re-branding exercise managed by our Associate Communications Director, Catherine Martin, and have a great new logo and look that reflects our belief that we truly do “Unlock Potential”.

We’re excited about the future and look forward to working with existing and new partners to enable more young people to find the right path to their chosen career.

Applying past values to an AI future

As a child, I dreamt of being an engineer. This was during the technology boom, when robots, satellites, and human spaceflight were turning science fiction into reality. It was a time of boundless possibilities, and the potential these technologies offered inspired me. The development of Digital skills in schools should be capable of achieving the same inspiration.

I am concerned about the relentless pursuit of educational excellence in the UK. Over the past two decades there has been a focus on only promoting academic outcomes. Our focus has moved in the wrong direction. We have moved away from valuing inspiration and creativity and left little room for divergent thinking or problem solving.

Such skills are important when you consider tools like AI. These tools need prompting to give high quality responses. Developing student’s cognitive skills, as well as digital skills, can help this process.

Adding to this concern is the obsession with acquiring digital skills, fueled by the explosion of AI. Many see AI as the answer to the UK’s productivity and economic development. Yet, I fear we are in danger of overlooking essential skills. Skills needed for a successful economy.

While basic digital literacy is crucial in a post-industrial world, it shouldn’t come at the expense of other critical skills. Ability in digital literacy is akin to mathematics or English – essential, but not enough for true success

The current emphasis on exams and grades is misaligned with real-world success. A person’s achievements are ultimately measured not by their test scores. Instead, they are measured by what they achieve with the knowledge they’ve gained. This includes their digital skills.

AI will undoubtedly transform the world, just like electricity, semiconductors, and computers have done before. But the true impact lies in the application of this technology. It’s the human wish to experiment, solve problems, and empathize with others that truly distinguishes us from machines.

We need to equip our young people with the skills needed to embrace and exploit emerging technologies. This preparation is needed for a future that is fast-changing. It is challenging and exciting. A 2023 report by the UK’s National Skills Fund indicates that 95% of employers view digital skills as crucial. These skills are essential for future success. Yet, only 30% of current graduates have the necessary skill set. This data highlights a significant skills gap.

Instead of solely focusing on technical skills, education needs to support a balanced approach. We need to nurture essential skills that allow young people to effectively exploit technology. These skills include confidence, resilience, critical thinking, creativity, and collaboration, all of which complement digital skills.

We must focus on Inspiration, Innovation, and Imagination. Promoting ingenuity is also essential. This approach increases engagement and motivation of young people with very different outlooks to our own. Additionally, such learners need to understand the importance of using digital tools and techniques. These tools and techniques promote Collaboration, Critical Thinking, Creativity, and Communication.

A focus on inspiration, innovation, and promoting ingenuity is crucial for engaging and motivating young people. The UK boasts one of the most diverse populations in the world. And yet, we are failing to harness this incredible asset.

A 2022 study by the UK’s Diversity and Inclusion Commission shows that businesses embracing diversity see a 19% revenue increase. Secondly, they also see a boost in inclusivity. They experience a 33% increase in innovation.

Imagine the power we unlock if we embraced this diverse thinking. We encourage collaboration across different communities. Furthermore, we would encourage collaboration across perspectives, including through digital skills.

We must transform our approach to learning and skills development to accelerate growth in all areas of the UK economy. We foster a learning environment that values creativity, collaboration, and critical thinking. This environment, alongside technical skills, empowers the next generation. They can successfully navigate the challenges of the AI future.

This is not just about education, it’s about the future of the UK. We owe it to our young people to equip them with the skills they need to thrive. The time for action is now. Let’s collaborate to create a future where our young people can flourish. They will contribute to a vibrant, innovative, and inclusive UK, enhancing their digital skills along the way.

I welcome your views on how we can create the momentum to achieve this crucial transformation.

Mick Westman

Founder & CEO Digital Innovators, Oct 2024

Find out more by visiting https:\\digitalinnovators.co.uk

An open letter to the next UK government

Digital Innovators have built up a huge amount of experience in delivering digital and employability skills to young people during their seven years of operation. During this time we have worked with large numbers of young people, employers and community organisations.

We believe that at this pivotal time in the UK’s history, leading up to the selection of a new government, we should state clearly what we believe the next ruling party should do to address the UK’s digital skills gap so that we, as a country, can create the young and dynamic workforce needed to help create a thriving economy.

To this end we have prepared an open letter for the next government, whatever their political leanings, on how they might go about addressing the digital skills gap. In it we provide four recommendations for our new leaders to consider when setting its skills and training policy for the next five years.

We encourage you to read this letter, discuss it with your peers and, most importantly, if you agree with what we say, to lobby your political representative(s) on the change that is needed to steer our country forward.

Thank you from the Digital Innovators team.

Digital-Skills-LetterDownload

What’s it like doing a Degree Apprenticeship?

It’s National Apprenticeship Week! To celebrate, we thought we’d let you hear from our very own Degree Apprentice – take it away, Hannah! 

Hi there! I’m Hannah, the Education Liaison Officer here at Digital Innovators. Alongside my role, I am also completing a Degree Apprenticeship in Project Management, and I have just started my final year of this.

What has your journey looked like so far?

I always knew that I wanted to go straight into work after completing my GCSEs and A-Levels. Whilst I knew I didn’t want to go down a perhaps more traditional route of University, I did like the idea of still being able to learn and obtain a Degree qualification, so I started to look into the possibility of a Degree Apprenticeship.  

After my time at Sixth Form, I went straight into work and then was lucky enough to move into a position at Digital Innovators. A few months after starting this, I had the opportunity to progress into my Degree Apprenticeship in Project Management. My colleagues supported me in getting ready for this, and it means that I am able to study towards a Degree alongside working and gaining real-life, practical experience.  

What have your personal highlights been as an apprentices – and have you had any challenges?

I love that my apprenticeship has enabled me to develop professionally and personally, and that I am able to see how much my career has progressed in just a few years! Not only have I enjoyed learning technical skills to improve my work, but I have also been able to develop skills such as communication, team work, confidence, problem solving etc.  

I really enjoy the variety that my apprenticeship gives me, I’ve had some great new experiences like: attending events, going to University to study, meeting new people, being nominated for awards, and many more!  

Of course, doing a full-time job and studying for a degree isn’t easy; it’s so important to stay organised and manage your time effectively. I do have regular lectures, reading and research, and coursework assignments to keep on top of, but the outcomes and whole experience is so rewarding.  

What do you personally hope to achieve in your position on the IfATE Apprentice Panel?

I have recently started my role as Apprentice Panel Member with the Institute for Apprenticeships and Technical Education (IfATE). The panel is made up of apprentices from all different sectors, and works with IfATE to create a better apprentice experience for current and future apprentices.  

I personally wanted to join the panel to not only improve apprenticeships as a route into employment, but also to raise awareness and build a positive image of what it’s like to be an apprentice and to work with apprentices. It’s great meeting other like-minded apprentices, and hearing their inspiring stories. I have a passion for helping people, and want to share my experience to show that going to University full-time isn’t the only route, and if you feel it isn’t right for you, there are different options out there that can help you into a successful career! 

What advice would you give to someone looking to get an apprenticeship?

I would definitely recommend an apprenticeship if you are eager to carry on learning but also want to get a job, it’s a great way to develop and get some support as you start working a job too. I know that some apprenticeships can be quite competitive, but it’s definitely worth it! My advice would be to have a look what’s out there, and build some connections – keep a look out for apprenticeship events that can help you learn more! 

There are so many different courses across various levels, and you don’t have to just be at the start of your career to do an apprenticeship qualification. My advice for those who may be starting an apprenticeship, is to make sure you stay organised so you can manage your workload and studies, and to make use of your employer and training provider for support and to aid your learning and development. 

Thanks, Hannah!

If you’re inspired by her words and want to learn more about how you can get involved with what we do at Digital Innovators, reach out by sending an email over to info@digitalinnovators.co.uk to start a conversation!

See the latest from the DI Team!

Applying past values to an AI future

As a child, I dreamt of being an engineer. This was during the technology boom, when robots, satellites, and human spaceflight were turning science fiction into reality. It was a time of boundless possibilities, and the potential these technologies offered inspired me. The development of Digital skills in schools should be capable of achieving the…

by Digital Innovators

An open letter to the next UK government

Digital Innovators have built up a huge amount of experience in delivering digital and employability skills to young people during their seven years of operation. During this time we have worked with large numbers of young people, employers and community organisations. We believe that at this pivotal time in the UK’s history, leading up to…

by Peter Cripps

What’s it like doing a Degree Apprenticeship?

It’s National Apprenticeship Week! To celebrate, we thought we’d let you hear from our very own Degree Apprentice – take it away, Hannah!  Hi there! I’m Hannah, the Education Liaison Officer here at Digital Innovators. Alongside my role, I am also completing a Degree Apprenticeship in Project Management, and I have just started my final…

by Digital Innovators

Women in STEM – Ada Lovelace and the Birth of Computing

Ada Lovelace Day, 10th October 2023, is an international celebration of the achievements of women in science, technology, engineering and maths (STEM).

In this blog post, Design and Technology Director Pete Cripps discusses why Ada Lovelace, the world’s first computer programmer, is as relevant today as she was then – and how her influence can inspire young women to pursue STEM subjects.  

Daughter of notable poet Lord Byron and keen mathematician Anabella Wentworth, Ada was tutored rigorously in mathematics and excelled in the field. Her exceptional abilities, combined with her family connections, earned her an invitation at the age of 17 to a London soirée hosted by Charles Babbage, the Lucasian Professor of Mathematics at Cambridge. Babbage was elated to have found someone who shared his enthusiasm for his subject, and generously shared his plans and inventions with Ada.  

This included extending an invitation for her to collaborate with him on his “Analytical Engine”, a visionary contraption that boasted the radical notion of programmability. In 1842, Ada went on to write an ‘algorithm’ for the Analytical Engine to compute Bernoulli numbers, the first published algorithm (AKA computer program) ever! Although Babbage’s engine was too far ahead of its time and could not yet be built, Ada is still credited as being the world’s first computer programmer.   

Ada’s brilliance is evidence that she was good at working with what she didn’t have. Not only was Babbage unable to build his machine, meaning Lovelace never had one to play with, she also didn’t have male privilege or a formal education – something that was a scarce commodity for women – a stark reminder of the limitations imposed on her gender during that time.  

A model of Babbage’s first Analytical Engine.

Have we moved forward today from these limitations on women and young girls? A glimpse into the typical composition of a computer science classroom, be it at the secondary or tertiary level, might beg the question: Have we truly evolved beyond the gender constraints of the past? And if so, why does an imbalance persist in STEM fields?  

Over the past five or more years there have been many studies and reports published into the problem of too few women entering STEM careers, and we seem to be gradually focusing in on not just what the core issues are, but also how to address them. What seems to be lacking is the will, or the funding (or both) to make it happen.   

What can be done?

So, what to do? First, some facts:  

  1. Girls lose interest in STEM as they get older. A report from Microsoft back in 2018 found that confidence in coding wanes as girls get older, highlighting the need to connect STEM subjects to real-world people and problems by tapping into girls’ desire to be creative [3].    
  2. Girls and young women do not associate STEM jobs with being creative. Most girls and young women describe themselves as being creative and want to pursue a career that helps the world. They do not associate STEM jobs as doing either of these things.  
  3. Female students rarely consider a career in technology as their first choice. Only 27% of female students say they would consider a career in technology, compared to 61% of males, and only 3% say it is their first choice.   
  4. Most students (male and female) can’t name a famous woman working in technology. A lack of female role models is also reinforcing the perception that a technology career isn’t for them. Only 22% of students can name a famous female working in technology, whereas two thirds can name a famous man.  
  5. Female pupils feel STEM subjects, though highly paid, are not ‘for them’. Female Key Stage 4 pupils perceived that studying STEM subjects was potentially a more lucrative choice in terms of employment. However, when compared to male pupils, they enjoyed other subjects (e.g., arts and English) more.  

The solutions to these issues are now well understood:  

  1. Increasing the number of STEM mentors and role models – including parents – to help build young girls’ confidence that they can succeed in STEM. Girls who are encouraged by their parents are twice as likely to stay in STEM, and in some areas like computer science, dads can have a greater influence on their daughters than mums yet are less likely than mothers to talk to their daughters about STEM.  
  2. Creating inclusive classrooms and workplaces that value female opinions. It’s important to celebrate the stories of women who are in STEM right now, today.   
  3. Providing teachers with more engaging and relatable STEM curriculum, such as 3D and hands-on projects, the kinds of activities that have proven to help keep girls’ interest in STEM over the long haul.  
  4. Multiple interventions, starting early and carrying on throughout school, are important ways of ensuring girls stay connected to STEM subjects. Interventions are ideally done by external people working in STEM who can repeatedly reinforce key messages about the benefits of working in this area. These people should also be able to explain the importance of creativity and how working in STEM can change the world for the better.  

Future Steps

The rapidly evolving nature of AI and technology means we need people from as diverse a set of backgrounds as possible, and women must become essential players in this – not just in developing, but also in guiding and critiquing the adoption and use of this technology.  

On this, Ada Lovelace Day 2023, we should not just celebrate Ada’s achievements all those years ago but also recognize how Ada ignored and fought back against the prejudices and severe restrictions on education that women like her faced. Ada pushed ahead regardless and became a true pioneer and founder of a whole industry that did not actually really get going until over 100 years after her pioneering work. Ada, the world’s first computer programmer, should be the role model par excellence that all girls and young women to look to for inspiration not just today but for years to come.

Pete Cripps is Design and Technology Director of Digital Innovators.

Pete has over 40 years of experience in the computing industry, including 30 years working at IBM UK. At Digital Innovators, Pete is responsible for the design and delivery of the technical aspects of our training curriculum. He also provides overall guidance on technology for the business.

How diverse place-based teams can drive innovation

Does remote working encourage innovation? Do teams that have a hybrid approach tackle challenges effectively? Should we return to the office?

There are a lot of discussions surrounding the efficiency of remote, hybrid or office-based teams.

In this article, David Hardman, Chairman and Director of Digital Innovators West Midlands Community Interest Company, shares his thoughts on the topic, focusing on how we can facilitate collaboration to encourage innovation.

The Covid-19 pandemic brought forward changes to the ways and where we work. The pros and cons of these changes, however, continue to be a topic of debate.  

The impact on productivity and employee well-being have become key discussion points in employment negotiations. However, the hybrid models of in-person, office working and remote working do reduce location-based experiential learning whereby new, younger members of staff, adsorb information from more experienced colleagues.

It impacts the feeling of belonging as an esprits de corps (a feeling of pride and mutual loyalty shared by members of a group) is significantly more difficult to achieve via computer screens.

Since the pandemic, many major tech companies have called their staff back to in-person working for differing portions of the week. Amazon recently did so to address these concerns noting that ‘collaborating and inventing is easier and more effective when we are in person’. 

Contact is a key catalyst of innovation. Innovation thrives where serendipity can intervene, something much less readily achieved online, when meetings are arranged with a defined set of individuals and a time-limited agenda.

Virtual meetings do not readily promote side discussions or continued debate as people walk out of face-to-face meetings. Remote working reduces those chance meetings at the coffee shop or in the corridor that can spark discussions of possibilities, drawn from experiences across the business. 

Similarly, if working too remotely, it is possible that employees become less engaged with a business’ needs and aren’t exposed to the challenges facing their innovative practice. As a result, they become less able to participate in collaborative thought processes and I believe that the innovation output, especially the rate of step-jump inventions, will fall.

A recent study by researchers at Brandeis University based around three million U.S. patents filed between 1976 and 2017 points to another key stimulus for innovation.

The study indicates that the very nature of the invention is at least in part determined by the age of the inventor. It suggests that there is a tendency for older inventors to exploit their knowledge and experience to build on novel applications to develop new patented concepts.

Such an approach leads to valuable but iterative product development. In contrast, younger inventors, less encumbered by legacy, are more likely to submit patents that rely on novel problem-solving that yields more disruptive, step-jump developments of products and services. 

In view of all these factors, effective integration of new young recruits into a collaborative culture is likely to drive the innovation and digital transformation needed in a business. The catalytic effect of their presence is best promoted by bringing together a diverse group of individuals, who differ in age, neuro-diversity, ethnicity and experience.

Armed with this information and from Digital Innovators‘ experience of working with a highly diverse set of 16–24-year-olds, it is apparent that employers looking to drive their businesses forward should consider carefully how they diversify their workforce.

They should look to bring on digitally innate younger staff from non-traditional backgrounds, not clones of their existing workforce. These young people have the strength of having unfettered thinking, the type of thinking needed to drive business transformation. 

In order to maximise the potential of this talent, businesses need to consider the support required to onboard new staff, which will involve much more face-to-face engagement.

They enter the business as raw talent in need of nurturing. If handled correctly, this will lead to loyalty – something that is true for all staff – but especially those given a chance at such an early stage in their careers, based upon their ability to succeed and not upon their background.

At a time when recruitment is a challenge in many sectors, this source of talent should not be overlooked – not least because our experience at Digital Innovators shows that given the right support and encouragement, the presence of these young people in businesses promotes and enables innovation and digital transformation. 

Hybrid working definitely has its place in the modern work environment. However, the advantages it offers must not be at the expense of personal development or product and process innovation. The neglect of which would leave businesses less competitive and falling behind in an increasingly digital world.

This article was written by David. Director and Chairman of Digital Innovators West Midlands CIC

Dr David Hardman MBE is Chairman and Director of Digital Innovators West Midlands Community Interest Company.

His focus over the last twenty-five years has been in knowledge transfer with his expertise and experience directed towards creating appropriate partnerships and infrastructures to promote the development and success of cross sectorial knowledge-based businesses. 

See the latest from the DI team!

Applying past values to an AI future
As a child, I dreamt of being an engineer. This was during …
An open letter to the next UK government
Digital Innovators have built up a huge amount of experience in delivering …

The importance of leading responsibly during times of crisis 

In the same way that the pandemic changed the way we work, it also changed the way we lead and our expectations of how a person should lead.  

In this unprecedented period of uncertainty, we looked to our leaders – in our government and our workplaces – for guidance and support, and whilst we seem to be through the worst of it, the importance of responsible leadership remains.  

There are many challenges that existed before COVID-19 and have only been exacerbated in recent years. Economic instability, the cost-of-living crisis, climate change, a mental health crisis, and political uncertainty have all forced businesses to adapt their approach to leadership. 

In fact, we now sit firmly in what the United Nations has described as “the decade of action” which calls for “accelerating sustainable solutions to all the world’s biggest challenges — ranging from poverty and gender to climate change, inequality and closing the finance gap.”1 

Not only are these areas of concern for businesses, but they impact people on an individual level. To ensure that both businesses and individuals are supported through these crises, leaders need to act responsibly.  

So, what is responsible leadership? 

Unfortunately, there is no A-Z guide on how to be the perfect leader. However, there are a few things that someone on the path to responsible leadership can keep in mind:  

  • Think about the bigger picture. How do your decisions affect employees, stakeholders, customers, or the wider community? Are you keeping them in mind when making important decisions? 
  • Think about the long-term impact of your actions. Are you prioritising short-term financial gain to the detriment of long-term value?  
  • Lead by example. To influence change and positive behaviours in the workplace or in the wider industry, leaders need to be paving the way for this change with their own actions.  

Whilst demonstrating responsible leadership is beneficial for increasing trust with stakeholders and boosting an organisation’s reputation, a misconception exists which suggests that leading responsibly can come at the expense of innovation and sustainable economic growth.  

For example, if someone is leading with their heart over their head, it would imply that they were not thinking logically and were acting in an irrational manner. However, we believe that to lead responsibly is to combine strategy with empathy, innovation with sustainability, and action with trust.  

A report by Accenture revealed that 72% of CEOs surveyed believe that “trust will be critical to their competitiveness in the next five years.”2 

Accenture also reported that “companies that combine high levels of innovation, on one hand, and sustainability and trust, on the other, outperform their industry peers, with 3.1% higher operating profits and greater returns to shareholders.”3 

With millennials and Gen-Z paving the way for an ever-growing conscience-driven workforce in this time of multiple crises – and with the combination of innovation and responsibility proving economically beneficial for businesses – now is the time to start implementing and demonstrating responsible leadership. 

This blog post has been produced for the Greater Birmingham Chambers of Commerce’s 2023 Growth Through People campaign. Find out more about the campaign and the events running over the next few months.

More news from Digital Innovators

You can find the latest articles from the DI team on our blog where we cover everything from mental health, the Digital Innovators Skills Programme, and much more.

Applying past values to an AI future
As a child, I dreamt of being an engineer. This was during …
An open letter to the next UK government
Digital Innovators have built up a huge amount of experience in delivering …

How does mental ill health impact young people’s access to the labour market and good quality work?

Digital Innovators responds to the All-Party Parliamentary Group for Youth Employment’s recent report.

The APPG for Youth Employment recently published a report on the impact of mental ill health on young people accessing the labour market and good quality work.

Young people’s mental health has long been recognised an area of concern. However, the effects of COVID-19, periods of national and local lockdowns and economic instability have all exacerbated the challenges faced by young people regarding their mental health and access to employment opportunities.

Digital Innovators not only welcomes this report, but is proud to have contributed to its findings, which highlight the growing concern around the rising numbers of young people that are trapped in a cycle of being impacted by mental ill health and being unable to transition into employment.

Our founder’s perspective

Our experience working with young people, primarily aged between 16-19, illustrates that the challenges acknowledged in the report are particularly prevalent among young people for whom the traditional education pathway up until age 16 has not worked – or for whom the transition from school to post-16 has been problematic or disrupted. 

Amongst the mental health issues experienced by young people, such as anxiety and depression, there is an overwhelming lack of self-belief. This has been exacerbated by a lack of opportunities and a lack of work experience available to them.

The same challenges are found among young people aged 11-13 as well as those aged 21 and over – which falls at the within other critical periods of transition in personal, academic, and career development.

Digital Innovators fully endorses the report’s suggestion that there needs to be “proactive and preventative support in schools which addresses young people’s mental health needs and ensures they are fully prepared to make positive transitions from education or training into good quality work.”

We need to provide support at key transition points to ensure young people feel able to move confidently throughout their education, training and early careers. These transition points need to re-enforce previous learning through practical applications, assist with figuring out future career paths and develop learners’ individual strengths.

Small changes, big impact

The report rightly focuses on mental ill health as being at the root of hindering access to the labour market, with many of the recommendations aligned to providing additional support and guidance for young people in education and during transitional periods. I would, however, suggest that there are a few fundamental competencies that can be addressed which would mitigate the impact of mental ill health in this area.

Skills such as resilience and communication are key to succeeding in one’s professional career, as well as other areas of life. For a young person, being able to develop these skills alongside their studies, as well as gaining the confidence to demonstrate these skills effectively, would serve as a bridge in their transition between education and employment.

The report highlights that particular groups of young people are more at risk than others and are disproportionally impacted by mental health challenges. Young people with protected characteristics, those from poorer socio-economic backgrounds, young carers, and care-experienced young people were all found to be more vulnerable to suffering with mental ill health, compounding the existing disadvantages and barriers to employment they already face.

Digital Innovators’ experience with young people shows that many of these groups are in pursuit of their future career through the further education system but are low in self-belief and lack a sense of direction. The result of this is a lack in confidence when seeking employment, and the knock-on effect of this low confidence meaning they do not secure employment opportunities.

A shared perspective

Our experience working with businesses demonstrates that employers are also struggling as a result of mental ill health in young people. Employers have high expectations of young people, even in entry level roles. Businesses complain that they are unable to employ young people with the skills and confidence needed to transition effectively into their workforce – and that the strain on resources means they are unable to provide the level of support required to nurture these young people into the new careers.

In response to Chancellor Jeremy Hunt’s economic speech, David Hughes, Chief Executive of the Association of Colleges, said that further education colleges are key to delivering “the bulk of the training and skills needed to boost the economy,” but that there’s need to be sufficient investment to be able to do so after 12 years of declining funding.

“Post-16 education funding is way behind what is needed to boost economic growth… It is colleges where the half of the population who do not hold higher level qualifications and the nine million adults who struggle with their basic literacy, numeracy and digital skills will get the support and skills they need to be competitive in the labour market” Hughes continues.

With businesses and colleges struggling under the pressure of insufficient efforts and lack of funding in skills and personal development in young people, how can we expect to improve access to employment opportunities and mitigate the impact of mental ill health in young people?

DI Recommends

We believe there should be an increased focus on supporting young people between the ages of 16-19 whilst they remain in the further education system. Alongside their formal studies, there should be the provision of non-formal, flexible, learning and enrichment activities that builds confidence, professional and social networks, and employability competencies combined with the application of technical skills.

An example of this non-formal provision is the Digital Innovators Skills Programme, which integrates skills development with work experience opportunities and is a vehicle for providing industry placements needed for T Levels. This programme serves to eliminate the three barriers impacting young people’s mental health and career progression: lack of confidence, lack of opportunities and lack of work experience.

This is a replicable, accessible model which thrives on a community of collaboration between businesses, education providers, community organisations, and local government and we believe is essential to inspire young people amid this mental health crisis.

Find out more

Read the APPG for Youth Employment’s report in full to learn more about the impact of rising mental ill health on young people seeking to enter the labour market and the potential long-term consequences that mental ill health may have on future labour market outcomes for young people.

To understand more about the steps Digital Innovators is taking to support young people with their transition from education to employment, please get in touch.

See more from the DI Team!

Check out our latest blogs below, or keep up with the behind-the-scenes action of the DI Skills Programme by following us on social media or subscribing to our mailing list.

Applying past values to an AI future
As a child, I dreamt of being an engineer. This was during …
An open letter to the next UK government
Digital Innovators have built up a huge amount of experience in delivering …

Inspiring young people amid a mental health crisis 

“Young people’s self-belief is at an all-time low” reads the opening statement of the Youth Voice Census Report 2022.  

This paints quite the picture of the contents of the report in which over 4000 young people aged 11-30 shared their thoughts and feelings on mental health, education and employment.  

Young people are at the heart of what we do at Digital Innovators. In response to this shocking report, we wanted to share the DI approach to inspiring young people during a time of such uncertainty and anxiety. 

The key areas of concern 

The overarching factors which are negatively impacting young people in the UK are a lack of self-belief, a lack of opportunities and a lack of work experience. 

Not only have these factors impacted young people’s progression into employment, but they have also led to a state of deteriorating mental health amongst young people – both of which have been exacerbated by the COVID-19 pandemic.  

How do young people in Birmingham feel? 

Among the young people surveyed for this census were a group from Birmingham who shared their thoughts about where they live.  

Whilst the group were positive about diversity of their city and that it is an exciting place to live, they also acknowledged the prevalence of income inequality, deprivation, and disparity of opportunities across the city. 

The provision of higher education is strong across the city with a range of leading universities, however, among the group were concerns about the financial implications of continuing education “whilst trying to afford a place to live and other bills.” 

Additionally, “those most recently out of secondary education feel that school provided little advice or guidance around careers and identified a lack of work experience whilst at school as a problem.” 

If financial concerns and lack of careers guidance weren’t enough to leave these young people feeling disheartened, the consensus among them was the opportunities that are actually available in the city “are not for them.” 

“There is a clear disconnect between the opportunities they can see around them and the confidence they have in their own experience and skills to access them.” 

A hub of opportunity for all

Birmingham was recently named one of the UK’s first super-diverse cities with 51% of the population being people of colour.

It has also been under a continual international spotlight due to the Commonwealth Games 2022 and has been listed the 2nd best place to visit in the UK.

In this hub of opportunity, it is unacceptable that young people feel that the opportunities around them aren’t accessible to them.

Where lack of provisions of work experience and careers advice has led to a deficit of self-esteem, it is evident that we need to improve provisions of personal and professional development in young people.

If young people are not able to see themselves in the opportunities available to them, it is because they are not being represented enough in those spaces or being given the confidence to see themselves in that space.  

The DI Approach

So, how can we make young people feel more positively about their futures and give them the tools they need to build their self-esteem, develop their skills and pursue the career they want? 

At Digital Innovators we help young people to unlock their potential by developing their skills and confidence and providing them with tangible, valuable work experience. This is done through the Digital Innovators Skills Programme.

Our programme combines specialised training of the skills needed to succeed in the workplace alongside a live business project with leading employers.

Previous participants on the DI Skills Programme have worked with organisations such as HS2, West Midlands Academic Health Science Network and more.

Whilst on the programme, participants also have access to 1-1 mentoring, networking opportunities, exposure to their industry of interest, guidance on post-education routes such as apprenticeships and more.

In a recent survey we asked our current cohort of students what they felt they were getting out of the DI Skills Programme, to which 54% responded with confidence.

Other responses included work experience, communications skills, and team work.

Collaboration is key

The work we do at Digital Innovators thrives on a community of collaboration.

It is evident that collaboration between educators, employers, community organisations, and local government is essential to inspire young people amid this mental health crisis.

In the summary of the Youth Voice Census, CEO of Youth Employment UK, Laura-Jane Rawlings, states:

“They say it takes a village to raise a child. This must also mean a village can fail a child. We are all the village, and it’s time to choose our roles.”

So, what role will you choose?

Digital Innovators is on a mission to bridge the gap between education and employment.

Organisations interested in collaborating to inspire young people and provide opportunities for their development should get in touch.

We are actively looking for mentors, area specialists, and speakers to engage with our cohorts of students.

More updates from the DI Team?

Check out our latest blogs below, or keep up with the behind-the-scenes action of the DI Skills Programme by following us on social media or subscribing to our mailing list.

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Industry projects underway with HS2 and WMAHSN following The Ideator

Industry projects with HS2 and West Midlands Academic Health Science Network (WMAHSN) were launched at The Ideator with young people on the Digital Innovators Skills Programme.

Held at Innovation Birmingham, The Ideator saw more than 80 students from Solihull College and University Centre come together with innovation teams at HS2 and WMAHSN to delve into challenges in travel infrastructure and healthcare.

Reena Sidhu, WMAHSN’s Commercial Enterprise Lead (Digital Health Innovation), spoke about her experience with the students:

“It was inspiring to see so many talented students come together at The Ideator to share their innovative solutions on solving some of healthcare’s most complex problems.

“We are now looking forward to working with these young people and watching their thoughts and ideas flourish into viable products that will help to benefit the health of our region.”

These projects are building upon the successful execution of projects with last year’s cohort which produced innovative solutions around customer experiences in HS2 stations and reduction of NHS wait times, and resulted in students progressing in their education and careers with tangible experience with leading employers.

Since The Ideator, this year’s cohort of students have continued to develop their ideas and solutions in preparation for their upcoming sprint with the HS2 and WMAHSN teams – the first of three presentations over the duration of the programme.

Harry Paige, Centre Manager at Digital Innovators, shared his excitement at the progress of this year’s cohort:

“Seeing the DI Learners on our first cohort of the academic year begin to realise the possibilities of their solutions has been fantastic.

“As the first presentations to their employer approach, their passion is only growing larger as they start to see their innovations and ideas become more of a reality!”

This cohort forms the first of three to be ran between September 2022 and July 2023 and has set the bar high as employers and mentors have been left thoroughly impressed by the professionalism and creativity demonstrated so far.

With this cohort set to complete the programme in January, we are excited to see their ideas take shape throughout their industry placements and see students come into their own with new-found skills and confidence.

This activity is delivered with the support of Greater Birmingham and Solihull Enterprise LEP and Bruntwood SciTech.

Stay up to date with their progress and the behind-the-scenes action of the DI Skills Programme by following us on social media or subscribing to our mailing list.

More from the DI Team:

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Digital skills training in the community boosts learners’ confidence, independence and optimism

Digital Innovators has successfully delivered digital skills training in the community, reaching members of society who are among the most digitally-excluded in the region.

Thanks to funding from the Good Things Foundation, Digital Innovators West Midlands Community Interest Company has up-skilled 62 learners at the Free @ Last Community Centre in Nechells, Birmingham.

Why are digital skills important?

According to the Good Things Foundation’s annual Digital Nation infographic for 2022:

  • 10 million people in the UK lack the most basic digital skills.
  • 36% of workers lack the essential digital skills needed for work.
  • Limited digital users are 4 x more likely to be from a low-income household than extensive digital users.
  • Manual workers with high or very high digital engagement earn £421 more a month than less digitally engaged peers.

These figures demonstrate the extent of digital exclusion in the UK, and the impact this has on socio-economic progress for people across the nation.

However, this infographic also acknowledges that investment in digital skills creates wider benefit for the economy, with £1.4bn invested in basic digital skills projected to generate returns of £12.2bn Net Present Value over next 10 years.

Why are people digitally-excluded?

There are many reasons which explain why someone may not possess basic digital skills and are not an active user of digital devices.

Among the most common reasons given are: the expense, the over-complicated terminology and processes, and concerns around online safety.

Discovered during delivery of this programme, however, was the overarching barrier of a lack in confidence.

What was the impact of this project?

With the funding provided by the Good Things Foundation, a provision of digital devices and data from the National Databank to distribute to learners, Digital Innovators has been able to provide essential digital skills training to members of the community who were experiencing the negative impacts of digital exclusion.

This training covered everything from setting up a device, accessing the internet, how to stay safe online and more with the hopes of addressing the barriers preventing people becoming digitally-competent.

According to impact surveys completed by participants:

  • 90% feel their digital skills are better.
  • 85% feel more able to stay safe online.
  • 88% feel generally more confident and more independent.

Participants also provided more specific feedback on how they have benefitted from working with the DI Team:

  •  “I used a computer for the first time and my skills have gotten better.”
  • “The team are very friendly and approachable making learning easier.”
  • “I used the internet to gain lots of knowledge and to help against isolation.”
  • “I feel more confident on the computer and I don’t need to ask my daughters to help me as much.”

What’s next?

Following the success of this project, Digital Innovators West Midlands Community Interest Company is actively exploring an extension of digital skills training in the community to complement its sister company’s delivery of the Digital Innovators Skills Programme.

We have confirmed the extension of this specific programme with CEO of Free @ Last, John Street, and will continue to engage with families and up-skill the community in the Nechells area.

We are also in talks with other community groups who have approached us to work together following the success and progress made during this project.

Chris Kennedy, Junior Project Manager at Digital Innovators, was part of the delivery team and shared his thoughts on the project:

“Delivering the digital skills training at Free @ Last was a blast. Getting to know the issues and problems of the Free @ Last community members was really insightful.

“Attendees continuously told us that our course helped them a lot with becoming more self-sufficient when working online, and that they were excited to show what they were learning to their children and relatives.

“I’m really excited to develop and continue this project further.”

Digital Innovators is passionate about breaking down the barriers which prevent people from unlocking their potential.

Organisations interested in collaborating to tackle digital exclusion should get in touch here.

Want more from the DI Team?

Check out our latest blogs below, or keep up with the behind-the-scenes action of the DI Skills Programme by following us on social media or subscribing to our mailing list.

Applying past values to an AI future
As a child, I dreamt of being an engineer. This was during …
An open letter to the next UK government
Digital Innovators have built up a huge amount of experience in delivering …