Category: Education

UKDigiStrategy consultation 2016: Response from Net Squared Midlands

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It’s a very open call for ideas, although there are four suggested themes.

Introduction

A group from the public sector and voluntary sector with an interest in digital transformation and digital growth in the charitable sector discussed this at our Net Squared Midlands: Tech for good event in Birmingham in January 2016 and responded with the bullet points below:

1)         Unlocking digital growth

Every business and every charity can benefit from using digital technology, but for many of the smaller charities and micro community groups that we work with there are huge leaps needed to make digital transformation happen.

  • Corporate Social Responsibly – could larger businesses provide digital employee volunteering and mentoring services, brokered through the national network of well established local Volunteer Centres and Councils for Voluntary Service?

  • See volunteer centres https://www.ncvo.org.uk/ncvo-volunteering/find-a-volunteer-centre

2)         Transforming government

Whilst many staff in charities may be comfortable with using their smart phone to go on-line or conduct on-line transactions, the organisations they work for often aren’t at the same level, or don’t have the same infrastructure to make access to government services easy. Many charity websites are not responsive or mobile friendly and others are out of date, poorly designed or non-existent.

Simple transactions Government procurement is seen as being very bureaucratic and a barrier that small charities often with limited digital skills and capacity struggle to engage with. There is a need for more information sharing and awareness raising of what the third sector can (and can’t do) digitally as part of a strategic relationship with government.

  • Simpler commissioning models are needed, maybe with a group of third sector organisations collaborating on contract submission to “Government As A Platform”. ”; info sharing with public sector – lack of knowledge;

  • See the model working in Mansfield http://www.tea-m.org.uk/

3)         Transforming everyday life

Relevant activities that promote digital inclusion should be available at the point of need for individuals who use the services of charities, (e.g. Rough sleepers, single parents etc). Taking time out of running a small community group to assist a user undertake “computer classes” is not sufficient and can be off putting when the environment used is a school or classroom which may have unpleasant memories.

Help citizens to understand what their devices can actually do.

Will e-learning and MOOCs ever really catch on in the third sector?

  • Unlike public or health sectors where training is compulsory and e-learning has been found to be a very cost effective way to deliver this information, no such requirement exists for many tasks in voluntary organisation.

  • See Run A Club platform for skills development & administration of small community sports groups Run a Club packages

For some people leading chaotic personal lives there is a need for “pre basic digital skills”, mentors who can explain the reasons why being a part of the digital society is important. Vitally they also need to mentor and ensure that those farthest from being digitally active retain their connection, remember their e-mail address or government portal passwords.

4)         Building the foundations

Of the 160,045 voluntary organisations in England, 83.1% are small or micro organisations with less than £100,000 income per year. It is these organisations that are most at risk of being left behind digitally and which this strategy needs to accommodate.

The digital framework and basic digital skills developed by Go On UK [now doteveryone] goes part way to helping organisations, but needs to cover the strategic digital transformation issues an organisation has to consider in order to build strong foundations.

Organisations prioritise service delivery over technology, which for a small charity is often the best use of limited resources and capacity, but basic ‘good practice’ cannot be ignored. Digital Fundamentals which must be embedded in the way organisations work, employ staff with digital skills and recruit volunteers to help their cause include:

  • Demystifying ‘the cloud’ and the efficiency saving that this form of working can bring to an organisation, its staff and trustee boards.

  • Being more aware of the many social media tools that help a charity raise its game, increase fundraising and promote its message to a wider audience.

  • Charities need to be directly aware of the National Cyber Security Programme as many don’t adequately protect their data files, use paper based filing systems or fail to back-up databases and don’t use anti-virus and other basic tools which could keep their digital assets safe.

  • Access to impartial advice about the best digital tools and products, not those linked to a particular supplier or solution e.g. http://www.connectingcare.org.uk

  • See Charity IT Association – https://www.charityitassociation.org.uk/about for Tech Surgeries and a Virtual IT Director for small charities who don’t have the resources to employ their own.

These statistics are a concern:

There are some worrying statistics from the 2015 Lloyds Bank UK Business Digital Index  [updated annually]which tracks digital adoption among small to medium sized businesses (SMEs) and charities:

·         58% of charities lack basic digital skills (23% of SMEs), up from 55% last year

·         28% of charities think that they’re doing all they can online

·         Over 50% of charities do not believe that having a website would help increase their funding and nearly 70% say the same about social media

·         55% of charities think that the knowledge level at board level is lacking.

·         One-quarter (25%) of all organisations surveyed (SMEs and charities) believe digital is ‘irrelevant’ to them.[i]

And this list of technical equipment and events is exactly what is needed by many smaller organisations:

A national charitable funder ran a pilot programme recently which was to help charities use technology to create change in the lives of certain groups in society. There were a number of things which the funder said this programme would not cover and these were:

·         Upgrading of internal IT systems

·         Large-scale capital costs

·         Updating of websites and routine social media campaigns

·         Exploration events or hack days

·         Staff or volunteer training

·         Capacity-building to make an organisation more ‘digital ready’

As an organisation which believes in the need for the digital transformation of civic society, we think this is a handy list of work which does need to be funded by some funder(s) and we aim to identify and seek dialogue with funders who will fund these areas.[ii]

Summary

In summary it is vital to see increased opportunities for face to face networking with other Digital Leaders in the charity sector where exchange of information is possible and all share a common understanding. We have found it possible to gain knowledge of how to build a strong digital foundation by learning from one another in familiar surroundings and from people they trust in similar situations to them.

©         Pauline Roche & Paul Webster – January 2016

[i] http://www.rnrorganisation.co.uk/blogs/smart-cities-smarter-vcse/
[ii] Do.

Schools – the battlefield in the socio economic war

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With the governments drive for standards being clouded by the insistence that the role of education is to prepare young people for the world of work schools are yet again thrown into the maelstrom of defining education for social or economic purposes.

Ironically, in the early part of this century at the heart of both arguments is now the quality of the learner and the learning experience.

While basic English and maths is becoming a given the content and regurgitation driven education so beloved of our processors is diminishing with the ‘social’ skills of problem solving, team work, responsibility for actions, adaptability and so on becoming a prominent clarion cry for reformers who believe education should provide labour market ready ‘product.’

The irony of this lies in the basic premise of educators, and good teachers are educators, that the basic skills for learners can be boiled down to three components:
· Language, in our case English, as well as a second or third language, enabling you to communicate your ideas and learning.
· Maths (or physics) to appreciate logic and reasoning, system and processes, not just number crunching
· Learning itself, the research, analysis, sharing, problem solving, modifying, stretching and accommodating etc….

Within the last premise other subjects can appear but not as content; facts, dates, deaths, names and finally regurgitation to accommodate some abstract measuring criteria.

The skills for the future lie within these three basic premises, not measuring the content of learning or what additional skills a young person should have.

In the 21st century we may have the opportunity, utilising the technology, brilliance of educators and the desire of young people to learn, to address the question of “what is education for?” in a far more democratic way than ever before.

Democratic, not because politicians say it is, but because learners have access to more information than ever before.

People travelling in ‘learning’ directions that institutions may not have thought of and need to accommodate, researching their own interests, problem solving, innovating and sharing beyond the confines of school and college walls.

They will develop learning and employment skills simultaneously hopefully within a system that accommodates this form of learning.

Then all we need to do is develop a process to measure them, or do we?