This report by David Skilling describes the way in which skills policy and innovation policy in small advanced economies is designed, and in particular the way in which skills and innovation policy is integrated. It draws on this international small economy experience to identify a series of policy implications for Northern Ireland.
The Government Office for Science looked at how changes in technology and an ageing population affect what skills the UK will need in the future. The project also considered how investment in skills and encouraging lifelong learning can have a positive impact on productivity.
This document presents a review of existing literature on the future of work. This review has been commissioned by The Alan Turing Institute to inform the Turing research strategy aiming to further data science and artificial intelligence (AI) research to address real-world problems.
Workforce transformations are no longer an aspect of the distant future. As shown in the five-year outlook of this report, these transformations are a feature of today’s workplaces and people’s current livelihoods and are set to continue in the near term.
This report argues that by 2030, 33% of young people moving into STEM careers in NI should be girls and that government must aim to establish Northern Ireland as an exemplar STEM region. If the potential for the entire population to embrace STEM is realised, it will drive innovation and economic growth, building a better place to live.
This list sets out the topic areas identified of possible parliamentary interest under the 9 different category headings (Agriculture, Fisheries, Food and Forestry, Crime, Defence, Education and Skills, Energy, Environment, Health, ICT and Robotics and Transport and Infrastructure).
This Royal Society report explores the challenges and issues facing the subject in primary and secondary schools since the subject was introduced in English schools in 2014.
This report identifies effective strategies to tackle skills imbalances, based on five country-specific policy notes for France, Italy, Spain, South Africa and the United Kingdom.
This report argues that the ability to solve problems with others is a crucial skill for our young people in the workplace of the future but the current education system does little to support it.
In this report, Horizon 2035 outlines some initial results and messages from their work to date. A final publication will follow once all analysis of this extensive work has been completed and verified.