ROUTES INTO WORK
Could government policy or
interventions support the
teaching of required skills?
There’s perhaps still too great an emphasis
on measuring a school’s success by the
number of students who attend university.
This can create stigma, a sense that
apprenticeships are a second choice or not
of the same standard as degrees.
We just don’t see that . A degree
apprenticeship could actually give you a
significant head start on someone who’s gone
to university, because it’s grounded in practical
application of technology. You’re also far more
likely to keep abreast of changes in
technological developments because you’ve
been using it right at the ‘coal face’.
How can your people continue
to develop their own skills?
When organisations talk about their need to
evolve, they should be talking about how we
ensure each of the individuals in our
organisation is evolving their capabilities.
There’s still too
great an
emphasis on
measuring a
school’s
success by the
number of
students who
attend
university
Having that mindset is critical. I do think there’s
an obligation on employers though. The pace
of change can negatively affect people’s
mental wellb ei ng. It’s i ncumb ent on
organisations to create the right environment
so that their people have the time and space
not only to do what’s expected of them in
today’s role but to develop the skills to
in thrive tomorrow’s.
What are the core skills you
anticipate young people will
need in future?
We talk a lot about automation: any skill that’s
at a premium today, technology may automate
tomorrow. We need people who can push
through that, with an enquiring mind and ask
“what does it mean?”.
Technology is great only if there is a purpose
behind it. The people who can make those
connections are going to find their careers
really interesting and exciting and will be
immensely valuable to their organisation.
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FUTURE TALENTED // 33