The education system in the UK is something with which successive governments have been unable to resist tampering in recent decades. And yet, according to the Organisation for Economic Cooperation and Development’s (OECD) international student assessment (Pisa) England’s teenagers are outperforming their peers in most countries outside Asia in maths, reading and science. In fact, England has moved into the top 10 of the international rankings. Perhaps interestingly, England’s biggest improvement came in science along with maths – the much-criticised teaching of STEM subjects.
Clearly, education must continue to evolve in keeping with societal and technological developments, but does change have to be quite so fundamental to the structure of educational attainments? For example, the Burnham government has already announced a major overhaul of England’s education system, aiming to tackle youth unemployment and further the government’s devolution drive. The reforms will mandate schools to adapt their curriculum to align it with the needs of local businesses, introducing new ‘prestigious’ technical education routes. This initiative represents the most significant change to the school system since the reforms announced in 2011, with the aim of shifting the focus from university education to equally valuable technical skills.
No longer a ‘nation of shopkeepers: what price a ‘nation of mechanics’?. To that end, students in Year 10 (from age 14), will have the option to combine core academic subjects with technical education directly linked to available jobs in their area. These changes are expected to be introduced by September 2028 and funded by an existing £570 million investment for college places and a £4.7 billion Department for Education settlement. All well and good, but what will be the final employment destination for these technically adept youngsters?
Andy Burnham says there will be “no dead ends” for young people coming out of education, and for technical pathways to be put on an equal footing with traditional academic routes. He believes that “prestigious” new technical pathways will pair skills training with work experience and connections with local employers. Fine but it has long been said that employers want, not only technically skilled recruits, but also experience in the world of work. And while. Mr Burnham’s call for the ‘reindustrialisation of Britain’ might eventually provide those ‘pathways’, what happens in the meantime?
What flavour of reindustrialisation?
A critical issues here is, what do the government mean by reindustrialisation? To date we have heard about shipyards and other major capital projects, but these are long-term, expensive and unlikely to “deliver growth in every postcode”. Burnham’s repost to this is: “The whole school system has been built around [academic prowess and] it and that has let down young people seeking technical qualifications. I want an education system based on parity between the academic and the technical which gives all young people a clear path in life. From today, Britain will value the hard hat every bit as much as the graduation cap.”
He continues: “My message to young people is this – whether you choose construction, coding or classics, or maths, manufacturing or mechanics, you’ll get the skills you need to be given the respect you deserve.” The Government has said it will prioritise funding for high-quality technical education and practical routes into work. Ofsted will apparently change the way they measure performance, ensuring they recognise schools that provide high quality technical education and support young people to develop the skills, experience and confidence employers are seeking. Regional mayors, local leaders, schools, colleges and employers will be invited to work together to create the new technical pathways, which can be tailored around local industries and growth sectors. The expectation is that opportunities for the young will be created in advanced manufacturing, AI, digital and technology, clean energy, life sciences, construction, healthcare or the creative industries, depending on local strengths.
Proposed reforms are based on initiatives such as the Greater Manchester Baccalaureate (MBacc) – a technical education alternative to the traditional academic English Baccalaureate (EBacc). Education secretary Lucy Powell commented: “By offering high-quality technical and vocational education alongside academic achievement, we’ll give more young people the chance to leave education with the skills, confidence and opportunities they need to thrive in today’s economy and the careers of the future.” Shipbuilding…? Really?
Squaring the circle!
Whether or not these policy changes are deemed acceptable or not, the practical implications of subjecting an already under-resourced education system to such root and branch change will take decades, and cost way more money than is currently available. So, what is possible? Perhaps advantageously for Mr Burnham, changes in education are already underway which could be to his benefit. The biggest current and future trends in education technology revolve around AI driven learning, immersive environments, data rich ecosystems, and sustainable, accessible digital infrastructure.
AI is now the core engine of modern learning systems. Education platforms are adept in providing real time content, automated feedback, and simulating 1:1 tutoring – in other words AI driven personalised learning. And unlike pie-in-the-sky ideas for reshaping education to suit industries which no longer exist, the introduction of AI has already been shown to work. For example, AI supported groups improved test scores by 8 –11 percentage points in recent UNESCO trials. Adaptive engines cut remediation time by 25–35% in pilots, and AI tutors increase practice completion by 17% in OECD studies.
Options for practical learning
Another often overlooked aspect of technical, practical experience of any particular craft or skill is the point where ‘the rubber hits the road’ – actually doing the job! The issue here is finding good technical communicators who can pass on their expertise to young learners. There have been a number of programmes designed to close this gap, but judging by the volume of ads running on TV and streaming channels these have not been entirely successful. Fortunately, edtech has an answer. Immersive classrooms are now mainstream in science, history, medicine, and vocational training. Students can “walk through” ancient civilisations, manipulate 3D molecules, or practice surgery in virtual labs.
Allowing digital techniques to be used for at least part of the learning process opens up opportunities to a much greater number and variety of learners. Institutions are building flexible models combining in person, online, and asynchronous learning. These initiatives are increasingly well targeted as institutions increase the use of analytics to identify skill gaps, predict disengagement, and personalise interventions. Real time dashboards help teachers spot early warning signs and adjust pacing.
One of the government policy announcements concerned giving ‘local leaders’ and employers a say in the way education is managed in their district. Aside from the national and even international fluidity of the workforce. Enhancing the role of local big wigs calling the shots in education decision making sounds horrendous. If the local mayor was a former butcher, does that mean we will have battalions of teenagers chopping up animal carcasses and making sausages? An extreme example perhaps, and there is undoubtedly a demand for short, stackable credentials aligned with workforce needs. For example, employers now require AI literacy in 42% of entry level roles. And with AI embedded across systems, institutions face rising concerns around data privacy, compliance, and ethical use: these are, however, generally useful skills, and widely applicable.
Practical skills shortage
With the proposed emphasis on practical skills there is no published policy, from the government at least, on provisioning the education system with the necessary skills and experience to fill these gaps. Some argue that AI will take on of the more onerous administrative tasks confronting teachers, by automating grading, lesson planning, and reporting feedback, thereby reducing workload and freeing time for human centred teaching. As for passing on practical experiences, the government has largely failed in its attempts to strengthen human resources in technical colleges. Does edtech have an answer?
Some would suggest that edtech is entering an era where ‘academic digital twins’ model learner behaviour and guide institutional decisions. Part of the process will undoubtedly fall to AR and VR for teaching and training programmes. Institutions are shifting to more authentic, project based demonstrations of learning and assessment. AR/VR combined with AI will create fully simulated learning environments for medicine, engineering, and science. Between 2026and 2035, we will see full and immersive simulations, in AI generate worlds, with vocational digital twins, monitored and assessed with process based, continuous assessment.
Engaging new realities
Fortunately for Mr Burnham and co, the move to using Augmented Reality (AR) and Virtual Reality (VR) has already started. In fact, AR and VR are increasingly important tools in UK education. These technologies are changing the way students learn by creating immersive and interactive experiences that go way beyond traditional classroom methods. AR enhances the real world by adding digital content, while VR places learners in a completely virtual environment where they can explore, practice, and experiment safely. Many schools and universities across the United Kingdom have begun adopting AR and VR to improve teaching and learning. In schools, these technologies are used to bring subjects such as history, science, and geography to life through virtual field trips and three-dimensional visualisations. They are also being used to support students with special educational needs by providing more personalised learning experiences.
Higher education institutions are investing heavily in immersive learning facilities. For example, City St George’s, University of London has established an advanced AR/VR Learning Centre, while the University of Nottingham has opened a large-scale VR classroom to support engineering education. Universities such as Imperial College London and University of Leeds are also exploring the use of VR for teaching and collaboration. The main benefits here VR include improved student engagement, better understanding of complex concepts, and opportunities to practise real-world skills in a safe environment. These technologies can make learning more memorable and accessible, helping students develop confidence and practical knowledge.
