A COMMON GOAL 25th June 2014

Yesterday, on a flying visit to London, Gail and I attended an event in the House of Commons. The point of discussion was skills development, something that has been discussed a great deal in the press over the last year or so. I was interested to hear more about careers colleges, the first of which has already opened in Oldham, and their potential. Their aim is to align education with the needs of real businesses and provide young people with vocational training.

houseofcommonsWith employers complaining of a skills gap and describing school and university leavers as ‘unprepared for work’ the concept is a step in the right direction. If they get the right employers on board and focus on engaging and inspiring kids, they might be able to make a real impact.

Some people have suggested that Britain doesn’t produce technical talent, but I would argue the opposite. I think we create some of the greatest technical people in the world – just not enough of them. If careers colleges can get in there earlier and create the right kind of skills in people coming out of school, the possibilities for inspiring future generations are promising.

However, I don’t think we should miss a trick here by not looking younger. Kids are sponges when it comes to learning new things, but they don’t stay kids for long. We’ve got a responsibility to be training up the next generation. The great thing about things like coding is that it’s creative; it’s easy to have a go and try it out, like piecing together Lego blocks or building Scalextric. So why aren’t we teaching children at three or four years old? We know digital is going to play an increasingly bigger part in life – especially in their lives as technology progresses further.

Ultimately, life is about learning. It never stops, and if you think you’ve got nothing more to learn then you’ve probably got nothing more to give either. Do businesses have a part to play in educating people? I think they do, and not only by interacting with schools, but also by helping their own employees to develop and learn. I think you could even go as far as to say that it’s an employer’s responsibility to make sure that the people who work for them are continuously developing. Otherwise, are they getting enough from their job to keep them engaged?

What do you think? Will better alignment between schools, the government and businesses result in a stronger, more skilled talent pool?


  1. I think education can be extremely stronger using the next generation of software and hardware technologies, and typically speaking, the foundation of education in UK is not weak yet could be stronger, and building a strong foundation in education can provide a strong base for pupils, which upon they can develop more advanced skills efficiently and confidently, where overcoming advanced skills obstacles would be easier. I think education with technology can do crazy many things, especially to build strong foundation. I wish if I can work with you Lawrence, on developing few products using next generation of technology to enhance education and build stronger foundation. My key points are using total physical response pedagogy with technology, and as you mentioned children are sponges when it comes to learning new things, and doesn’t matter that they will not stay children forever, yet if we can concentrate on making the very most out of their extra energy, so build an extremely strong foundation then the rest levels will be easier to learn, scientifically speaking, this has been already approved, e.g. learning mathematics would be crazy easier if you learn numbers at the first place isn’t ? yet the way people studying numbers aren’t as efficient as letters, hence think about if people learn numbers same as letters ? are people going to talk in numbers as easy as letters ? if you walk in room to conduct head count ? is it going to be like reading one sentence ? no you would really stumble with numbers ? do you think this is normal ? honestly from science perspective is normal because numbers are sharper than letters to the brain ? but hey typical speaking, usually people respond to actions in a way suits its urgency level and the much of quality it requires since that start of the earth ? e.g. if you going to do something hard you will prepare yourself more than doing something easier, so what I’m trying to reveal here, that mathematics foundation is extremely low, where we didn’t follow one of successful life rules, such as responding to actions in a way it suits its urgency level and much of quality it requires, so if we teach numbers to children to really engrave them in their brain as effective as letters? do think maths will be as easy as literacy ? why not ? literacy started first with letters ? but as you learn more advanced literacy of English, you wouldn’t even bother to worry ? because the confidentiality acquired through life with letter built that strong foundation, fortunately letters are what we use everyday ? then using every day ? can we make pupil use numbers everyday as language to speak with ? will is not impossible yet why not we look from another aspect ? teaching maths in more effective way ? is there a way ? there is brining logical and physical view of mathematics ? what is this ? one of my terms I made related to pedagogy of total physical response, I think I have a lot to what to say to you Lawrence, I can help you to walk in parliament again , extremely confident with an idea and impress and encourage all people around you , I have been working in this field for one year ? why ? because I just felt I’m passionate about it and loved to really see education much better.

    Looking really to work with you.


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