There is no replacement for face to face education provision and those without the right technology or connectivity can be excluded from online provision. Addressing digital exclusion has been a key issue for the Government and benevolent organisations identifying the lack of access to technology or internet provision. However there are other problems including: • Remote learning faces challenges in connecting students or engaging those who prefer face to face or are generally apathetic towards learning. • Office workers to date have reported most of the issues with fatigue from online meetings. Schools factor in breaks for students but the way and engagement can also deliver physical and psychological problems. • Online meetings are challenging to identify or mitigate safeguarding issues within educational establishments. There is an opportunity around online and digital education delivery. Digital technology allows teaching to continue despite building closures (e.g. bad weather), allowing teachers to monitor assignment, homework, improving students digital skills, saving time for teachers (e.g. parents evening) and allowing students to draw fully upon additional resources (e.g. videos, webinars, etc). In the case of fixing the problem, much of this is occurring now and is within existing commitments (roll out of superfast broadband and getting young people laptops/tablets) and policy. However, this needs to be prioritised. There is a range of evidence around households that lack digital access and internet provision and this can be consolidated. Building upon the current digital delivery in education, there is the opportunity for students catch up or even develop new employable skills. It is telling how out of date the Government’s EdTech strategy is, following rapid technology adoption across all levels of education and current developments requiring catch-up (e.g. safety and procurement). With regards to capitalising upon the situation, there are two large opportunities: 1. Digital Education Centres – The provision of online education which operates in parallel and complementary to mainstream education is potentially highly effective in providing additionality to students’ learning. The digital education centre concept will see digital technologies and delivery promoted, mainstreamed and have a focus (physically and virtually). Education technology should not be left to ad-hoc situations. Supporting schools to adopt more technology and supporting extra-curricular studies, revision sessions and perhaps more importantly helping students catch-up. There are also logistical opportunities that a digital education centre could address. For example when students are unwell or returning after being unwell there is the potential for a digital education centre to group (or strengthen existing groups) to support resourcing for digital schooling. 2. Strengthening adult education through digital – Where once people did an evening class to upskills or reskill opportunities. The landscape in adult education is not always the same and this is particularly the case for STEM skills and foreign languages. There are some weaknesses in digital delivery but many teachers report that those motivated to learn embracing technology. This also provides opportunities for combined authorities with devolved delivery of adult education and the utilisation of buildings which may be defunct or empty due to the economic disruption. For example, an adult education provider could offer its space for practical components (e.g. engineering or arts) whilst the majority of the delivery would be online. Strengthening it further could see a digital provision focus upon skill priorities in the local area (e.g. engineering or programming), unlocking economies of scale.
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