Dr Claire Thorne
co-CEO, Tech She Can (and Venture Partner, Deep Science Ventures)
The AI tsunami of tech, talent and workplace disruption has already arrived. Jobs have been re-shaped, with futures re-imagined in 2034.
What and how we teach have been rebooted and are regularly refreshed; the STEM curriculum is agile. We are prepared for the next wave.
Inclusive, empowered education
A decade ago, in 2024, policy focused on improving life outcomes, social mobility and opportunity for all; this is now everyone’s reality — with education, skills and talent tackled as ‘one.’ All talk of ‘responsible AI’ and ‘safe AI’ has been surpassed. ‘Inclusive AI’ — thankfully — is our norm.
In 2034, every classroom has access to STEM-qualified teaching staff; they feel valued and invested in — each with the time and space to welcome big thinking, fuel creativity, feed curiosity and nurture durable skills (including learning and re-learning, critical thinking, adaptability) which are now just ‘skills.’
Careers inspiration: core and intentional, at scale
Careers inspiration is integral and sustained, from pre-primary and throughout, post-16 years. Boys’ and girls’ awareness of emerging careers and their access to them is no longer determined by postcode or serendipity. Inspirational moments that bring hidden roles and relatable role models to life, setting children on their individual paths, are no longer fleeting or accidental.
In 2034, every classroom has access
to STEM-qualified teaching staff
An active stake in their futures
The inspiration and aspiration gaps are closed. All children are ‘tech curious,’ instinctively connecting their passions (eg. music, art or sport) to technology roles. The many pathways are visible and open to them. They see themselves as active creators of technology, understanding its potential to create a better world together.
Accelerating discovery for an equal future
The tech talent and diversity gaps are closed. One in two tech workers are women, at all levels. They are driving economic growth, retained and thriving in post. Tech skills and talent have evolved — from prompt engineering to no code, and now, at the intersection of technology and intelligence, routed in different disciplines. UK-headquartered organisations can fill technology roles with a pipeline of UK talent from all walks of life, ensuring that technology is created by, and for, everyone. This is what equitable education can look like in 2034 and beyond.
