News – Blog
Computing, innovation and diversity: Computer says, “Yes”
6 May 2022
In 2020, Nesta undertook a substantial piece of research examining the uptake of computing at GCSE level in English schools with a view to identifying ways in which we can make computing and access to computer science in education more diverse.
In schools across the country right now, pupils are learning the skills they will need to make tomorrow’s medical breakthroughs, to start the businesses that will power our economy, and develop the new ideas that tackle our most stubborn social problems.
Or are they?
Many skills are involved in innovation. But the accelerating tech revolution means that computer science skills will be a central pillar for tomorrow’s inventors and entrepreneurs. And, recent research shows that the opportunities of tech education still aren’t being spread equally. However, through interviews, case studies and quantitative analysis, we can share insights about what can be done about it.
The research focuses on what can be done to encourage a more diverse range of students in England to study computing at GCSE level and beyond. Whilst many skills are central to an innovation economy, understanding who is studying computer science – and who is not – provides a vital litmus test of how we are doing at building a society where innovation skills are evenly spread. Original publication of this research was delayed by the pandemic, but a recent look at the evidence (from Okdo) shows that the findings are more important than ever. Entries into computer science GCSEs are growing, with a record number of 79,964 candidates in 2021. However, that growth is slowing. And critically, only 21% of those entries come from girls. Looking at older data up to 2019, we can see that the increased participation is skewed towards more affluent pupils, with uptake strongest amongst selective schools. There is rich nuance, and we encourage educators to look at the research in full to understand how computer science entries are affected by gender, ethnicity, geography and affluence. However the headline is clear: we still have a problem.
The research offers analysis and evidence about what works in improving uptake and achievement. Key barriers include the shortage of specialist teachers, the unfamiliarity that comes from the subject’s comparatively recent introduction, and the perception that computing is a difficult subject – meaning students are being put off from taking it at all. The conclusions gives us some clear levers to work on:
- Both SLT buy-in and specialist teachers are essential to energising and promoting the subject
- It’s vital that school culture supports all students to explore and consider computer science, tackling some of the existing misconceptions that exist
- The narrative that this is a “boys’ subject” needs to be tackled both through women role models, and demonstrating the breadth of real-world applications of computer skills
- Work can be done on emphasising the broad range of careers available
- Pupils must be engaged early (in years 7 and 8) with a focus on real-world applications and practical, fun and creative opportunities to learn.
At Challenge Works, our main focus is running challenge prize competitions, inspiring diverse cohorts of innovators to develop new solutions to specific, measurable challenges where we know that innovation is needed. It’s an approach that identifies and supports unlikely candidates who might be overlooked by traditional innovation programmes. It has resulted in success stories like the world’s first smart wheelchair, a digital companion for survivors of sexual assault and a platform that utilises underused energy infrastructure to support renewable energy use. But if we want to see the best innovations for social good winning our challenge prizes, we need to make sure that the most diverse possible cohort of candidates are entering – and that starts with skills and experiences at school age.
Since 2014, we have run the Longitude Explorer Prize, supporting teams of young innovators to develop tech innovations for good. We are part of a vibrant movement of organisations improving access to STEM and entrepreneurship skills for young people who are currently underrepresented in the adult world of tech. In our last cohort of young innovators, 57% of entrants were girls, 40% identified as ethnic minorities, and 10% identified as having a disability. Winning ideas include an app using AI to teach and translate British Sign Language, a spherical robot that operates in water to remove microplastics, and wearable technology that measures air pollution in your local area. With brilliant teachers at the forefront, we have the inspiration and evidence to show what can be achieved.
We invite educators, policy-makers and businesses to use this research to strengthen their computer science and innovation work. A strong first step would be to ensure that the analysis contained in the research is regularly conducted based on the data already being published. And we invite partners, sponsors and champions of diversity in innovation to work with us on future iterations of the Longitude Explorer Prize. Subject to funding, we are hoping to run an expanded and updated version of the prize in 2022-2023.
Engaging diverse students in computer science is possible, necessary and urgent. We look forward to working with you to make that happen.
