Here you will find UKForCE’s recent policy and representation work. We both reactive in responding to consultations, and proactive in calling for improvements to computing education.
Policy priorities for UKForCE
In the run up to the election, UKForCE is calling on all parties to commit to support for computing education. If the UK is to play its part in the global digital revolution, it needs non-partisan, sustained support for computing skills. Read about our priorities for the next UK government here: UKForCE – POLICY PRIORITIES
Submissions and responses
UKForCE submitted a response to the Ofqual consultation on GCSE Computer Science conditions and guidance. See the response here.
UKForCE submitted a response to the DfE consultation on GCSE and A level subject content, focusing on the potential content of a Computer Science GCSE. See the response here.
Also in September, UKForCE submitted evidence to the Education Select Committee follow-up inquiry into careers guidance, which we will publish as soon as Parliamentary rules permit.
Chris Mairs, Chair of UKForCE, appeared before the House of Lords Digital Skills Select Committee on 22nd July. Read the transcript of the oral evidence session here. UKForCE submitted written evidence to the Committee’s important inquiry into the future of digital skills in the Autumn.
UKForCE submission to the Ofqual A level regulatory requirements consultation
UKforCE Ofqual consultation
UKForCE submission to the DfE A level subject content consultation
A level computer science UKForCE Response
Evidence and analysis
In preparing our submission to the UK Digital Skills Taskforce, Chris Mairs undertook an analysis of the Standard Occupational Classification Codes 2010. He took the four categories which UKForCE used in its description of levels of digital skills required (Digital Muggle, Digital Citizen, Digital Worker, Digital Maker), and estimated what proportion of people in each occupation would need digital skills at each level. Although it is a very approximate estimate, it does show the potential scale of the need for digital skills.