The Institute’s latest report highlights that economic growth in the UK is at risk due to a stark skills divide among regions, with London and the South-East continuing to attract highly qualified workers, leaving other regions trailing behind in educational attainment.

If the trend continues, by 2035, 71 per cent of Londoners and 65 per cent of adults in Scotland are estimated to hold a degree, compared to just 29 per cent in East Yorkshire and 39 per cent in Norfolk.

27 per cent of adults in the West Midlands have qualifications below GCSE level, compared to just 9 per cent in West London, a gap wider than in Ireland, Norway of Finland.

Laura Lodwick, Chief of Hub Operations for Talent for and Digital, said: “For the UK to grow as a whole, the government, local councils and regional businesses need an aligned investment strategy across education and training and a strategy to retain top local talent.”

“This retention strategy should centre on skills training, with local businesses offering courses and constant upskilling opportunities that lead towards career progression and perks that encourage people to stay within their communities. UK growth will be fuelled by a policy of people AND innovation, equipping individuals across the country with expertise in fast-growing areas such as AI, which will drive productivity and efficiency. Technology has no boundaries, so making all regions a more attractive option for the UK’s digital nomads can play an important role in bridging the digital skills gap.”

Closing the skills gap between London and the rest of the UK would require an additional 4 million non-Londoners to obtain a higher education qualification.

In England, the recently set up Skills England is in charge of overseeing training and education, as well as reforming the apprenticeships system, while Scotland, Wales and Northern Ireland have their own agencies.

Sheila Flavell CBE, COO of FDM Group, commented: “For the UK to expect significant growth in crucial sectors such as technology, the UK workforce needs to be equipped with core skills including data and analytics, software engineering and IT operations in order to drive that growth across all regions. While London is an important growth hub, if the majority of tech skills are concentrated there then how can we expect regional growth to keep pace.”

“Businesses across the regions should work closely with Skills England to identify the high growth disciplines and key skills that will support the development of a highly skilled digital workforce. A degree isn’t the only form of education to gain digital skills, apprenticeships and business training initiatives offer upskilling and reskilling in a real-world environment. Training programmes incorporating experiential learning can instil continuous learning of core skills, simulating real-world scenarios to give people industry-standard experience and expertise. This will help foster a UK-wide workforce ready to lead global innovation.”

A push for skills in the UK will be important for Prime Minister Keir Starmer’s Plan for Change from December, which promised “more people in good jobs, higher living standards, and productivity growth in every part of the United Kingdom.”

Elizabeth Anderson, CEO of the Digital Poverty Alliance, said: “There are upwards of 19 million people in the UK who are digitally excluded according to our research with Deloitte, many of which lack the essential digital skills to get online, let alone obtain a degree. While the focus is on higher education, it is vital that the government, local councils and education bodies also recognise the extent of the skills gap for those without digital access. Those who are looking to use a laptop and access essential services such as online learning and education, which many of us take for granted.”

“From a policy perspective, the government’s pledge to break down opportunity and focus on disadvantaged children within its Plan for Change is key. Digital sits at the heart of education, with a move towards examinations taking place online rather than written, and with nine in 10 students surveyed expected to complete homework or coursework online. We must this see as part of this provision for children to access technology in the classroom, and teach digital literacy including critical thinking and online safety. Taking this approach across the country will ensure children in all schools are given at least a basic level of digital education.“

“Skills on social media do not translate to using a keyboard or more complex computerised platforms, and one in five children do not have access to a device suitable for learning at home in the first place.”

The interactive digital insights day was designed by the leading ESG specialist, Ahead Partnership, and seeks to reach young women who lack awareness or connections to the tech sector. By introducing them to the sector’s growing wealth of roles and opportunities, it aims not only to foster their personal development, but to help employers build a diverse pipeline of talent for the future.

The day gave 153 young women from 11 schools across Leeds access to an impressive catalogue of events, including panel sessions, workshops and networking with role models and industry leaders.

The immediate impact of the event is clear in its feedback: only 59% of pupils understood the meaning of the ‘digital sector’ on arrival, growing to 90% by the end of the session; an impressive 94% of pupils felt aware of the key skills, qualifications and entry routes involved in the digital sector by the end of the event, rising considerably from just 67% at the start of the day.

Ahead Partnership delivered this year’s event with the support of several long-standing partners and employers, including Leeds City Council, Netcompany, and multi-billion pound organisation, Sulzer. Representatives from the organisations had the unique opportunity to network and share personal insights with the next generation of young, female talent, encouraging them to consider a future in technology and innovation.

Executive President of Sulzer, Dr Suzanne Thoma, said: “The skills gap in tech is growing, so it’s essential that we engage with young people early and showcase the opportunities that are available to them.

“This is particularly important for young women; with only 24% of the UK tech industry workers being female, the need for change is clear. As longstanding champions for diversity and inclusion, we are very proud to have teamed up with Ahead Partnership to help spearhead that change.

“It was fantastic to see the young women who took part in each of the activities today grow in confidence across the day, and I hope that it will leave a lasting impact on each of them as they consider the multitude of opportunities available to them in future.”

Girl Tech is the flagship event in Ahead Partnership’s Growing Talent Digital Leeds programme. Led and funded by some of the city’s top employers, the award-winning initiative harnesses the combined resources of key employers and partners to inspire and encourage young people aged 10-18 years to pursue a career in digital; address specific skills gaps in the industry and create an inclusive, diverse and skilled talent pipeline.

In2science was established in 2010 to unlock the potential of young people from disadvantaged backgrounds and boost diversity and inclusion in the sector to ensure the UK remains at the forefront of science, technology, engineering and maths (STEM) based industries.

The In2STEM programme provides a once in a lifetime opportunity for young people to collaborate with dedicated volunteer STEM professionals, undertaking cutting-edge research and learning STEM skills in some of Britain’s pioneering centres of STEM education, research and industry.

The programme is for 17-year-olds passionate about STEM and runs from 22 July to 23 August 2024. It offers a blend of online and in-person activities and equips students the skills, knowledge and confidence needed to excel in STEM. The programme is free to join, and the charity provides a bursary, to cover travel and lunch expenses during placements.

The OR Society is partnering with In2scienceUK to sponsor two young people who will have work placements and mentors within operational research at universities. They will also be delivering virtual workshops on operational research for the entire cohort of students participating in the programme at the end of the summer.

Operational research (OR) involves the application of advanced mathematical techniques such as modelling, optimisation, and simulation, with innovative problem-solving approaches, to address complex real-world challenges, and OR professionals are in high demand across many sectors.

However, a recent YouGov survey on behalf of education charity, Teach First highlighted the UK’s STEM skills shortage is at risk of growing, as more than half of parents (51%) from a lower socio-economic background believe their children are “unlikely” to have a career in science, technology, engineering and maths.

According to In2scienceUK there is an annual shortfall of 40,000 STEM skilled workers with the number of future technical jobs forecast to increase. With salaries in STEM being 20% higher than other sectors, In2scienceUK say getting more young people from low-income backgrounds into these professions promotes social mobility and fights economic inequality.

Chiara Carparelli, Education Manager at The OR Society said: “We are excited to help inspire the next generation of young STEM professionals. The In2STEM programme is helping to address the skills shortage and encourage young people to consider a STEM based career such as OR.

“It’s a fantastic opportunity for young people to make informed choices, boost their academic profile and prepare for a successful future in the world of science, technology, engineering and mathematics.

“Proficiency in STEM subjects is vital for those aspiring for a career in OR. With technologies like AI and data analytics advancing, job opportunities for OR specialists are expected to surge in the coming years and encouraging young people from all backgrounds into these careers is vital.”

To find out more about In2STEM, including how young people can apply visit: https://in2scienceuk.org/our-programmes/in2stem
To explore the career possibilities within OR visit: www.theorsociety.com/get-involved/or-in-education/careers.

The 24 students from Dudley Academies Trust are working with the STEM High Fliers (SHF) charity to build a Sherwood Ranger microlight aircraft provided in kit form, funded by a grant of £19,700 from Millennium Point’s annual STEM grants programme – which provides funding annually to not-for-profit organisations, schools, and colleges across the West Midlands.

Two groups of 12 pupils meet every Tuesday on alternate weeks at a ‘hangar’ at Black Country & Marches Institute of Technology where the young aeronautical engineers are spending three years building the plane, with the aim to complete the project before their GCSEs.

The BC&M IoT workshop will be used to complete construction of the main components, with final assembly of the full aeroplane at a local airfield. After the pupils have all been on trips in the aeroplane, the Sherwood Ranger will then be sold to fund another similar project for the next group of lucky teenagers.

Jo Higgins, CEO of Dudley Academies Trust, commented: “We are so grateful to be working in partnership on this with the Millennium Point Trust; this is the most wonderful opportunity for our young people using a fabulous project which brings the curriculum to life and aligns with one of our core values of ‘dreaming big'”.

Abbie Vlahakis, CEO of Millennium Point said: “We’re immensely proud to be able to support projects like STEM High Fliers. It’s encouraging to see young people using and developing their skills and taking a real interest in STEM as a future career. Millennium Point Charitable Trust has made a significant difference in the region, particularly with projects such as this one.”

STEM High Fliers is a registered charity, whose prime objective is to inspire young people towards Science, Technology, Engineering and Maths (STEM) specifically in aviation related projects.
Project manager and SHF trustee Mike Roach commented: “The project gives the students the opportunity to enhance a range of life skills. We’ve already got these youngsters taking part in presentations, so they’re learning those skills, alongside a lot of teamwork and attention to detail. There’s a lot of precision needed so plenty of concentration and perseverance. They’re doing a fantastic job.”

Over the past eight years, the Millennium Point Charitable Trust has awarded over £40 million to charities, not-for-profits, community groups and schools to further STEM education.

When students qualify in skills such as plumbing, hairdressing, electrical installation, the Start Up coaching programme provided by the Wirral Chamber as part of their partnership with Wirral Met, will take this to the next level to support students, who wish to become self-employed or set up their own business.

Workshops will be focused on three key areas for establishing a business: business planning, marketing and finance, complementing to students newly developed skills.

In addition, for students who create products, as part of the entrepreneurial programme, they will also be provided with an opportunity to sell their goods in one of the Chamber’s Artisan market chalets as part of Small Business Saturday in December.

Sue Higginson, Wirral Met’s Principal said: “We have a strong and well-established partnership with Wirral Chamber of Commerce and are pleased to be working with them on a number of projects, including how we work together to deliver the local skills agenda.

“This project is a partnership to help our students explore their true potential.  The most important thing for young people is to continue their education and skills development until they are at least 18 to progress into employment, further education or university.

“As a vocational college all of our students choose a career and sector to hone their skills and, when they are qualified, this programme will enable them to explore self-employment and become a future employer in their own right.”

Patsy Crocker, Executive Director of Wirral Chamber of Commerce said: “We are delighted to be collaborating with Wirral Met on this StartUp Wirral initiative – supporting budding entrepreneurs on their journey from an idea or hobby into a ‘real’ business that can thrive and growth.

“Through enabling Wirral Met students to turn their hobby or dream into a reality and begin their journey as a business owner also helps support our local economy.

“We look forward to featuring these new businesses at #SmallBusinessSaturday and holding a dedicated market at Woodside that features all Wirral students. Our business start support is funded in partnership with Wirral Council”.

Why is it valuable to children?

Learning to code as a child brings myriad benefits. Most notably the job prospects it offers. The UK tech sector is estimated to be around £540bn and this is only growing. The number of jobs in Manchester alone increased by 164.6% in 2021.

But it’s not just job prospects, understanding code will help them understand how the world around them works. From their smartphone to their wearable tech, hospital machines to gaming apps, once children start seeing how code works in the real world it can help show them how important coding is for our everyday lives.

What skills does it foster?

Even if your child doesn’t go on to work in the STEM industry, learning code can help garner skills that can be applied throughout their whole life.

Critical thinking: Learning code will teach them critical thinking. If they do ‘this’ then ‘that’ happens. As they analyse a situation from all angles, they’ll learn to replicate this skill outside of coding.

Creativity: The only limit to coding is the coder’s imagination. Coding fosters creativity. From creating apps to websites, drones to motion cameras. If they can dream it, they can code it, and create it.

How to get started with coding

Like all new skills, learning as a child is easier than learning as an adult. But the key to getting kids to engage is to make it fun, challenging, but also achievable. Here are some of our top tips to help get you and them started with coding.

Play with them: You don’t need to know how to code to get started. Together you can help them discover coding.  You can start a project together using a Raspberry Pi computer. Designed for beginners, they can help your little one (and you) grow in confidence with coding.

Make it fun: Yes, you’re hoping your children will learn a new skill, but that doesn’t mean it doesn’t have to be fun. There are a number of ways you can teach kids about code that don’t involve typing. Scratch, LEGO® WeDo and LEGO® Mindstorms are free programming sites where users can create their own interactive stories, games and animations.

Know when to stop: When teaching your children any new skill, you need to know when to take a break. If your child doesn’t seem that interested in coding, don’t push it. There are a number of other ways you can foster the same skills needed for coding.

Ahead of last week’s launch in Paisley of UNBOXED: Creativity in the UK ( the free

Can you firstly tell us a bit more about About Us and the event itself?

It’s one of the 10 UNBOXED projects, a celebration of STEAM and of creativity across the UK. We’re bringing poetry and STEM together and showing how they complement each other. It just takes a bit of imagination (and some fantastic technical know-how) to bring these different disciplines together.

In its simplest terms it’s a light show, part of a collaboration between Stemettes, 59 Productions (who create productions like this), and The Poetry Society, who work on poetry and the promotion of poetry. It aims to engage with young people, and engage them with STEM and STEAM. The light show takes you on a 30 million year journey from The Big Bang to us here in Paisley, looking at civilization, what happens with cells and early human life and how we’ve ended up here, looking up at Paisley Abbey and how we all are connected to the universe. Technically we’re all made of star stuff, so that that’s what the whole event is about, it’s a celebration of Paisley and its place in the universe.

We’ve done a lot of work in the community and in local schools in the last couple of months, working through poetry workshops, working through STEM and coding workshops, and so what the children have created is a big part of the light show as well. We’re hearing their poetry and seeing it, we’re seeing the avatars that they’ve created in elements of their animations.

Awe was the key word that we had in mind when we were pulling this together, so that’s in essence what the show is about – awe and bright lights and a celebration of Paisley.

Can you elaborate on the STEAM acronym for those maybe unfamiliar with it?

STEAM stands for science, technology, engineering, arts (and design), and maths – it represents a combination of all those disciplines. You can’t do STEM without art and design, without that creativity and expression. If you look at something like product design, it’s easy to see that the most impactful have that appreciation for the arts. All of them have leant into some of the skill sets that we have in the arts. Indeed, you’re much more likely to win a Nobel Prize in the sciences if you’ve engaged with the arts during your upbringing, which runs counter to the image people maybe have of scientists, that the best scientists have only ever done science and only ever do science. In fact, being able to recognise those softer artistic skill sets, combine them through collaboration and communication, that’s really where we solve problems properly.

So that’s the heart of STEAM and of course this About Us project and the whole of the UNBOXED Learning Programme.

Has asking schools to combine very different disciplines like this been a challenge?

When the proposition is explained clearly, and the benefits of this sort of cross-curricular work are articulated in a way that makes sense for schools, then we find buy-in comes pretty quickly. The resources that we’ve put together as part of this allow teachers to see for themselves how it can work in the classroom and benefit their pupils. Obviously, schools have been through a really tough time during the pandemic, and we’re now approaching exam season and all the stresses and demands that come with that, but fundamentally we’re aiming to build something here for the longer term and we really do hope, through the excitement of events like the light show, that we will inspire the younger generation to take their first steps on this great journey.

You are very passionate about this, where does your inspiration come from?

Creativity inspires me, curiosity about how things work and how the things we build create a legacy long after we’re gone. I took a VCR apart when I was younger, trying to understand how the cassette went into the machine, how the mechanism played the tape – basically breaking things down to understand how they fit together and how, once you understand that, you can solve problems with the knowledge you’ve gained.

Of course, once you talk about solving problems, then you can start working for the greater good – and that inspires me as well, the idea that things don’t always have to be harder, faster, stronger, bigger or whatever as an end in itself, rather that those attributes are really just a means to an end, and that the goal is using all of the resources at our disposal to make life better for all of us.

I’d also like to see us drawing on a much more diverse pool of talent than we do currently, and I’m inspired to realise that goal, because the more diverse the pool, the more diverse the voices we hear and the better the things we create will be.

How do you show children that STEAM is fun and not just “boring” technology?

Children like to play. If you give them the right environment to play and to create, who doesn’t want to express themselves?

Recently we were running a hack on Healthcare and getting young children to build apps. They loved it – I’m thinking of two little girls who spent the weekend building a house app because they had included talking fruit in their app and to them it was the most hilarious thing they’d ever seen. It’s one of those things where you don’t have to force them because they’ve made something, they’ve explored, they’ve played with the technology.

A couple of years ago we did a big data hack using Twitter and it was so interesting to see what interested the young people we had at the hack. One of them was obsessed with Chelsea Football Club and so that was what she dived into, analysing the Twitter feeds of Chelsea players at that point and generating infographics from them. Her little sister was obsessed with Build-a-Bear so she went around and collected some fantastic information on that. There was another girl who wanted to find  out the best member of One Direction.

Everyone has passions. Everyone sees problems that they’re very aware of, and they’re growing up with all of these, and so they’re really, really aware of what needs to be solved. They really care, and so I think it’s being able to show technology in that context, and allow people to get creative.

What age range are you targeting with the resources you mention?

Basically from 4 to 19, the gamut of primary and secondary education.

Knowing what you know about STEM in schools, do you think there’s enough collaboration between these disciplines in mainstream education, or do you think that there could be more focus on collaborating and skill sharing?

There could always be more. Collaboration is one of those things where the more you do, the more you learn, the better you get, so I think there’s definitely more that could be done. I do actually think it’s an interesting one. Teachers are between a rock and a hard place I think on this, because exams are not (for the most part) collaborative. Most SLTs have particular KPIs and metrics they look at to gauge how well their schools are doing, but I think with a bit of imagination these metrics can actually be made to work to provide a more collaborative setting in schools – for example, how can school leaders reward time that’s spent in collaboration? How can they reward this future skills work by teachers which is happening in their schools? Obviously, it does require investment, experimentation, and a little bit of thinking outside the box to give teachers agency to be able to try new things.

I think teachers do want to do this, but at the moment there’s a sense that there’s not enough positive reinforcement and support for those teachers when they do go a little bit outside the box, so we do certainly need more support and buy-in from SLTs to help build these core skills of collaboration – don’t forget, these skills are going to help close up the gaps that have been left by the pandemic and really address many of the issues around wellbeing and lost learning which we’re hearing so much about now.

UNBOXED: Creativity in the UK – funded by all four governments of the UK – is the biggest, most ambitious creative programme ever presented on these shores. The programme offers a once in a lifetime opportunity for pupils aged 4-19, to become immersed in science, technology, engineering, the arts and maths (STEAM), through a range of remarkable projects across the UK and FREE online learning experiences. Explore the free resources today https://unboxed2022.uk/learning-programme

Gower College Swansea won Apprenticeship Programme of the Year at the annual Tes FE Awards, which recognises the best further education organisations supporting learners across the UK.

The college was commended for developing high quality apprenticeship schemes for local industries, and specifically its work with one of the world’s most recognisable steel producers, Tata. Gower College Swansea then cultivated strong links with other businesses, including Huntsman Corporation and Vale Europe, to provide each with high quality apprentices – benefitting both employers and learners.

Judges specifically recognised Gower College Swansea’s response to solving Tata’s shortage of science skills. The college not only developed a level 3 apprenticeship in laboratory and industrial science but went one step further, developing a level 4 higher apprenticeship in life-science industries.

The college then worked innovatively to secure further progression for the pathway and reached an agreement with Swansea University to allow students to go on to the second year of their chemistry undergraduate degree programme – the first chemistry pathway of its kind in the UK.

The college has also had immense success in promoting girls and women in STEM (science, technology, engineering, and maths) apprenticeships. In doing so, the college has supported disadvantaged female apprentices and visited local schools to encourage more girls to pursue careers in STEM.

Paul Kift, Director of Skills and Business Development at Gower College Swansea said: “Being judged to have the best Apprenticeship Programme in the UK is testament to the efforts of our learners, my colleagues, and the college’s employer partners. We strive to provide our students with fantastic opportunities and have worked incredibly hard to build strong relationships with businesses who share our appetite for developing the best talent. Our vision is to lead the way in education and training for the learners, employers and communities that we serve – this award demonstrates that others feel that we are making strong progress towards that.”

Gower College Swansea is on track to be recognised further for its apprenticeship efforts having been shortlisted for no fewer than three UK awards (the joint most nominations of any UK organisation) at the FE Week and AELP AAC Apprenticeship Awards. The college has been nominated for digital apprenticeship provider of the year, engineering and manufacturing apprenticeship provider of the year, and legal, finance and accounting apprenticeship provider of the year. Winners will be announced on Tuesday, July 8th, 2021.

For more information about Gower College Swansea and its apprenticeship programmes, visit the college website www.gcs.ac.uk.

This newly launched Creative Education CPD course has been designed to help educators to reflect on their teaching and learn new skills that will allow them to implement small changes to their professional practice, and support their teaching in this new and uncertain world.

The global pandemic has massively impacted teaching staff, who have had little or no time to keep up with changes necessary or reflect on how to transform the landscape of teaching and learning.

Pupils’ deteriorating mental health, exam confusion, excessive workload, pressures of assessment targets and inspections, infection risks… The stressors in teaching are many and varied.

Led by Natalia Ernstman, Plymouth College of Art’s Senior Lecturer on their MA Creative Education: Making Learning, this new course, which will be delivered solely online, focuses on the belief that creativity is the route through which wider systemic challenges in education and personal resilience can be addressed.

Natalia said, “Teachers are at the front line of the pandemic in so many ways. Apart from having their own health to worry about, they are also dealing with increased feelings of anxiety and disillusionment among pupils, as well as fears and frustrations from parents. They are carrying enormous amounts of responsibility, yet it seems that they haven’t received the necessary support to be able to deal with this mental and physical burden. Nobody was prepared to deal with what Covid did to our society, but where other sectors have had more leeway to get it wrong and try again, teachers are under constant pressure to handle and solve the situation correctly and immediately. They are just expected to get on with it and make it work, because if they don’t, it’s our children’s futures that are on the line. It personally really worries me that so many teachers suffer from mental health issues as a result. It is harrowing to hear how many ambitious, enthusiastic and capable people decide that the teaching profession is too stressful for them and quit. It puts even more strain on the ones that remain, it’s desperate on so many levels.”

“At Plymouth College of Art, we don’t have the solutions to all of this, but we do know about creating safe and creative spaces where people can learn together to tackle challenging societal, professional and personal issues. That is what this short course is all about: creating a space to catch our breath, take stock and using the arts and research to design and implement small changes that support our teaching in this uncertain world. I have designed the course in a way that allows for ‘relaxed’ sharing of experiences and playful approaches to exploring where we are and where we want to go. Experts will share their view and will provide theoretical pedagogical underpinning.”

The course will also welcome guest speakers and educators to two of the sessions, one of which will be Dr Penny Hay, artist and educator, Reader in Creative Teaching and Learning, Senior Lecturer in Arts Education, Research Fellow, Centre for Cultural and Creative Industries; School of Education, Bath Spa University and Director of Research, House of Imagination (formerly 5x5x5=creativity).

The course is open to teachers in both primary and secondary education, as well as headteachers and managers in education, NQTs, and support workers. A limited number of places are available. The course will comprise of 5 online evening sessions over a period of 10 weeks. The first session will take place on 22 February 2021. Click here to find out more and to book your place.

Sunderland College will be rolling out prestigious new T Levels from a new cutting-edge immersive environment, after the Government confirmed it will fund the transformation of a space within its Bede Campus. The 1920s Bede Building (pictured left) will see its old hall undergo a complete refurbishment, with the inclusion of a sophisticated, 360 degree immersive visualisation ‘dome’ created within it, that will allow students to train in a number of virtual reality environments.

The dome, a fully integrated immersive solution, will create virtual realities for students studying in several technical disciplines. The major refurbishment will also include the creation of an amphitheatre-style seated area, and a number of innovation suites and flexible spaces for employer led training.

North East firm Malcolm Hollis has been appointed to oversee the major development and a construction partner Engie has been has been appointed to deliver the designs – which were developed by North East architect, Seymour Architecture. Work will commence in January and will be completed in October 2021.

Ellen Thinnesen (pictured right), chief executive of Education Partnership North East, which includes Sunderland College, said: “I am absolutely thrilled that we have secured funding to develop what will become a leading technical skills and digital innovation centre. The centre will be game changer for our college and most importantly for young people and employers from across our region.

“Bede is a stunning campus, that has already benefitted from major capital investment over the last few years to ensure that, behind its beautiful red brick façade, we’re able to offer first-class educational experiences. . This latest investment will raise the bar yet again, and the plans we have for the new centre will position us right at the cutting-edge of education. The new centre will be a fantastic regional asset that will ensure our T Level provision is exceptional and we are able to increasingly deliver a valuable pipeline of students to meet regional skills shortages.”

The new centre will allow the college to develop student’s knowledge, understanding and skills in a shared VR facility offering flexible applications for all T Level disciplines – for instance, health students might learn CPR in a simulated football stadium, where the sights, sounds and reality of an emergency response situation are recreated by digital 360 degree technology, a learning environment radically different to the confines of a traditional classroom. Similarly, T level students studying construction will be able to shape the way a health and safety worksite scenario unfolds in response to their decisions. And supported by the college’s technical team, employers will be able to recreate their manufacturing plants within the centre using 360 degree immersive technology for training of existing or future employees.

Sunderland College will begin delivery of its new T Level provision from the new centre from September 2021. T Levels will offer a new and unique curriculum, which will include employer led education and technical training for students, within industries such as construction, digital, health, science and education.

As well as exceptional facilities, the college will ensure its offer is anchored by close links to employers, and will shortly be announcing new strategic partnerships to support the development of the digital innovation centre as a vibrant business hub ensuring employers are at the heart of the next generation of talent.

“We want this facility to be a collaborative space, where businesses co-design and co-deliver education to ensure that we maximise the value of this space. We’ll be working with partners from a range of industries to simulate their working environments, and ensure every T Level student leaves us with unmatched theoretical knowledge, and authentically developed skills enabling through digital technologies, meaningful employer partnerships and industry placements”.

“We’re a future-focused college, and this new centre will absolutely exemplify that – it’s a place where education and business will converge.”

As well as being an innovative centre for T Level training, the college will open a small sensory environment within the centre where T Level students will gain real work experience supporting the delivery of digitally informed immersive therapies for children and young people with special educational needs and disabilities (SEND).

Ellen added: “This will be a truly life-changing space for children and young people with SEND, and we are determined that the centre will deliver maximum advantage to people from across the city of Sunderland and wider region.”