Technological and social change alter the required skill composition of the workforce. For many newly emerging jobs, precise skill requirements are evolving and unclear. This paper reports on how data can enable useful foresight about skill requirements and training needs, even when that data has not been collected for this express purpose.

This report sets out where proof, promise and potential lie for technology in education. It then identifies the contextual factors and actions needed to ensure current and future opportunities for school children take full advantage of technology for learning.