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Students in England could get an earlier introduction to tech careers under new education plans announced by Prime Minister Andy Burnham, which would give 14 year olds access to technical education, work experience and contact with employers.

The Government says schools, colleges, mayors, local leaders and employers will work together to build technical education around the jobs available in each area. Digital technology and AI are some of the sectors that could be built into these new routes.

The plans are due to start rolling out from September 2028, that鈥檇 give students the chance to study English, maths and science as well as technical subjects connected to local industries.

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What Will Students Actually Get To Do?

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A student interested in AI or tech could study a vocational digital qualification with their usual academic subjects, visit local tech employers, work on projects set by businesses and spend time in a workplace.

The Government says this could give teenagers a better understanding of the jobs available in their area and the skills employers need before they decide on their next move at 16. The routes could also cover advanced manufacturing, clean energy, life sciences, construction, health and care and creative industries, depending on local jobs.

Burnham said, 鈥淔or too long in this country, students have been told that you must take the academic path to do well and to be respected. The whole school system has been built around it and that has let down young people seeking technical qualifications.

鈥淚 want an education system based on parity between academic and technical which gives all young people a clear path in life. From today, Britain will value the hard hat every bit as much as the graduation cap.

鈥淚n a fundamental change to the education system, we will introduce new technical education pathways from 14 鈥� prestigious routes that will give students the chance to combine the core academic subjects with the skills, technical knowledge and experience they need to get quality, well-paid jobs where they live. My message to young people is this 鈥� whether you choose construction, coding or classics, or maths, manufacturing or mechanics, you鈥檒l get the skills you need and be given the respect you deserve.

鈥淔ixing the youth unemployment crisis in Britain will require a major shake-up in how we do things 鈥� and that鈥檚 what this government will do. I want to ensure that our education system leaves no dead ends for our young people. The changes we鈥檙e announcing today will just be the start of our work to restore opportunity and hope across the country.鈥�

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Why Are Businesses Being Brought Into Schools?

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Gary Watson, Managing Director of Stellanor, said students need to learn about the people and infrastructure behind the tech they use, saying, 鈥淚f we鈥檙e serious about connecting young people with the industries of the future, data centres need to be part of the conversation. Every AI breakthrough making headlines runs on physical infrastructure, and that infrastructure needs people to build it, run it and keep it moving.

鈥淏eyond the engineers running the facilities, there鈥檚 a whole ecosystem of construction, electrical, and logistics roles feeding the sector鈥檚 growth, along with local suppliers and businesses that benefit as these sites expand. These are skilled, local careers that most pupils never know exist. The earlier we introduce young people to the opportunities that exist in the sector through apprenticeships and real world experience, the better equipped the industry will be to close the skills gap and meet future demand.鈥�

Faye Ellis, Principal Training Architect at Pluralsight, said businesses also need to help schools connect technical learning to actual employment.

鈥淔or decades, the message to young people has been that school followed by university is the most certain route to a successful career. Today鈥檚 announcement should change that perception 鈥� with in-demand skills like manufacturing and AI being introduced as subjects much earlier in schools, to build a pipeline of talent to be taken into the workplace.

鈥淏ut the NEET crisis is about more than expanding access to training; it鈥檚 also about ensuring there are meaningful employment opportunities waiting at the end. Young people need to understand where vocational courses can take them, and training is far more effective when it鈥檚 connected to a real job opportunity or a specific employer.

鈥淎t the same time, businesses cannot expect the government and educators to solve the problem without them, particularly when employers are best placed to understand which skills are needed in the workplace. They should also work directly with schools and colleges to shape these vocational courses around real opportunities, including project-based experience or guaranteeing interviews to people who complete relevant training.

鈥淎ddressing the NEET crisis will take time, but the UK can still change its trajectory and Burnham鈥檚 early commitment is a positive first step if the right ingredients follow.鈥�

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Industry Leaders React To The News

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Industry leaders have shared their different views on the government鈥檚 new plans. Here鈥檚 what they think鈥�

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Our Experts:

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• Peter Pugh-Jones, EMEA Field CDO, Confluent
• Richard Anderton, Head of Education, Sync
• Andy Coussins, Executive Vice President, International, Epicor
• Alex Sarychkin, English Teacher, MyEdSpace
• Louis Provis, English Teacher, MyEdSpace
• Richard Thompson, CEO, ANS
• Juan Mathews Rebello Santos, Cybersecurity Researcher, Ethical Hacker, Founder, BNVD.org
• Harpal Singh, AI SEO & GEO Consultant, Fractional CMO, Founder, Blimpp
• Madhusudan Dora, Founder, Aptocoiner Analytics

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Peter Pugh-Jones, EMEA Field CDO, Confluent

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鈥淭he decision to put technical subjects on a more equal footing with traditional academic subjects in schools is a welcome development. It will give young people earlier exposure to skills such as AI and help businesses build the technically capable workforce they increasingly need.

鈥淕iving students clearer routes to technical careers will help build a future workforce that鈥檚 equipped to use new tools to solve real-world problems. However, AI is only as effective as the data behind it, so young people will also need a strong understanding of how information is collected, managed and used responsibly.

鈥淭he decision marks a significant shift from focusing solely on the technology to actually investing in the young people who will make it successful. Over the past few years, many businesses have tried to run before they can walk, adopting AI without first putting the right data foundations and training in place to realise its full potential.

鈥淭his is a real opportunity for the UK to rip off the plaster and recognise that simply adopting AI isn鈥檛 enough. Building technical skills from the classroom onwards can help the workforce of the future avoid making that same mistake and prepare them to work alongside these technologies across almost every industry.鈥�

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Richard Anderton, Head of Education, Sync

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鈥淭he ambition to strengthen digital and technology education is a welcome and important step. Making technology subjects compulsory can create lasting impact when it is supported by investment in skilled educators, reliable infrastructure and high-quality professional development.

鈥淭echnology鈥檚 value in education extends beyond devices and curriculum content. Its greatest impact comes when teachers have the confidence and capability to embed it purposefully in teaching and learning.

鈥淓quitable access to technology for students is equally vital. Every pupil should benefit from high-quality technology, connectivity and learning opportunities to ensure they are able to gain the digital skills that they will need in their future workplace, regardless of their background. Digital literacy and AI literacy are key competencies that they will need to be confident with to thrive in their future roles.

鈥淎 successful approach will combine curriculum reform with investment in recruiting and retaining specialist teachers, planning a comprehensive digital strategy, creating well-equipped learning spaces, and providing ongoing training and support.

鈥淲hen this approach is implemented effectively, schools are able to equip pupils with the knowledge, confidence and judgement to use technology critically, creatively and responsibly, to ensure they are prepared for an increasingly technology-driven world.鈥�

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Andy Coussins, Executive Vice President, International, Epicor

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鈥淭he inclusion of technical subjects for young people, such as Manufacturing and AI, is certainly a positive step towards building the workforce the UK requires in the years ahead. Manufacturing has never been an industry that has been afforded the luxury of standing still, and with technologies like AI and robotics, the future of the industry is dependent on people who understand both the craft and the technology. Investing in young people鈥檚 manufacturing and AI skills is an investment in the future of UK manufacturing.

鈥淭he best employees still need to understand how products are made, how different materials behave, what 鈥榞ood鈥� looks like and, crucially, what to do when something goes wrong. Automated systems and robotics handle repetitive tasks efficiently, but they don鈥檛 remove the need for technical knowledge.

鈥淭omorrow鈥檚 workforce will need a blend of practical engineering skills, digital capability, and problem-solving. By equipping young people with both technical and manufacturing knowledge from an early stage, we are helping to build a stronger talent pipeline and strengthening the UK鈥檚 manufacturing sector for the long term.鈥�

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Alex Sarychkin, English Teacher, MyEdSpace

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鈥淚t is encouraging to see serious attention being given to technical education from the age of 14. For too long, the system has treated academic routes as the default and left pupils who do not achieve five GCSE passes with far fewer credible options. Building stronger links between schools, employers, apprenticeships and work experience could help change that.

鈥淗owever, we have been here before. The 14鈥�19 Diploma, T Levels and other vocational reforms have all promised to give technical qualifications equal status, only to be reshaped or abandoned as governments and education policies change. There are already Level 2 functional skills qualifications equivalent to a grade 4 GCSE, but schools can be discouraged from offering them because of how they are treated in league tables.

鈥淭he ambition is welcome, but 2028 is very close. Unless the Government addresses the incentives that continue to favour academic education and commits to a stable, long-term system, this risks becoming another well-intentioned reform that never properly takes root.鈥�

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Louis Provis, English Teacher, MyEdSpace

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鈥淕iving students a broader range of options is a sensible and overdue step. The assumption that university should be the destination for everyone no longer reflects reality, and schools should be helping pupils follow the route that best suits them as individuals. Stronger links with local employers and industries could also open up valuable opportunities and support local economies.

鈥淗owever, asking students to specialise from the age of 14 must be handled carefully. Choosing a narrow route too early can limit young people鈥檚 horizons at a point when their interests, abilities and ambitions are still developing.

鈥淭he other concern is how this will work in practice. Too often, when there is a wider problem in society, schools are expected to solve it without being given additional curriculum space, resources, training or planning time. If these technical subjects are to succeed, the Government should really get specialists to teach them, rather than our already stretched teachers. History shows that we should not be too optimistic about this.鈥�

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Richard Thompson, CEO, ANS

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鈥淭he UK鈥檚 AI ambitions will be defined as much by the talent we develop as the technology we create, and strengthening technical education will help prepare young people for the jobs of the future, as such the announcement today is very welcome.

鈥淏ut secondary school education is only the starting point. The real test is making sure those pathways lead to meaningful work experience, apprenticeships and long-term careers that equip young people with the skills employers are looking for.

鈥淥ne thing we鈥檝e learned through the ANS Academy is that talent is everywhere, but opportunity isn鈥檛. That鈥檚 why strong links between education and industry across the UK will be essential if we鈥檙e going to close the digital skills gap without widening existing divides.

鈥淕iving young people the chance to develop those skills, wherever they live and whatever route they choose into work, will be critical to ensuring AI delivers long-term economic growth across the UK.鈥�

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Juan Mathews Rebello Santos, Cybersecurity Researcher, Ethical Hacker, Founder, BNVD.org

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鈥淢aking tech subjects compulsory from Year 10 is exactly the kind of structural change we need to close the cybersecurity skills gap, but the timing highlights a contradiction that cannot be ignored. You cannot mandate tech education while simultaneously defunding the infrastructure that delivers it. The cancellation of the tech department sends a signal to students that the government does not actually value the subject enough to invest in it.

鈥淔rom where I sit running BNVD.org, I see hundreds of vulnerability disclosures submitted by self taught teenagers who hacked together skills because school never offered them a proper pipeline. Making tech compulsory fixes the access problem in theory, but without qualified teachers, updated equipment, and curriculum that goes beyond basic IT literacy, it risks becoming a box ticking exercise that leaves students no better prepared for real world cybersecurity or engineering challenges. The government has to match the mandate with money, otherwise the announcement reads like political theater rather than genuine reform.鈥�

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Harpal Singh, AI SEO & GEO Consultant, Fractional CMO, Founder, Blimpp

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鈥淎llowing instruction in technical skills at age 14 is the right approach. Digital skills and AI are becoming workplace literacy and are no longer thought of as advanced skills.

鈥淗owever, this cannot be a course developed around the latest software just to fulfill requirements. Students may enter the job market with outdated skills. Schools need to foster critical thinking and teach data skills, digital citizenship, responsible use of AI, fact-checking, and how to solve real-world business challenges.

鈥淭he contradiction is impossible to ignore. Abolishing the Department for Science, Innovation and Technology and simultaneously directing schools to teach more technical skills shows a lack of coherence in the Government鈥檚 approach to technology. You cannot teach more technical skills to children while simultaneously reducing the Government鈥檚 investment in technology.

鈥淭he outcome hinges on execution of training and the provision of technology both at school and at home, as well as employer investment and a curriculum that adapts to changing conditions. Without this investment, technical education runs the risk of becoming a poorly taught subject and increasing the divide between children taught digital skills at home and the children who rely on school to teach digital skills.鈥�

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Madhusudan Dora, Founder, Aptocoiner Analytics

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鈥淥ne recent implementation involved a client running a legacy ERP system (Compulink) that relied almost entirely on static PDF reports for operational and executive reporting. While the ERP contained valuable business data, employees had to search through numerous reports or depend on IT whenever new questions arose.

鈥淩ather than connecting AI directly to the ERP database, we first built a modern analytics foundation using Microsoft Fabric. We centralized ERP data in OneLake, implemented a Medallion Architecture (Bronze, Silver, and Gold layers), created an optimized enterprise data warehouse, and designed a governed semantic model enriched with business definitions and AI-friendly metadata.

鈥淭he final step was enabling Microsoft Fabric Data Agents. Business users who previously depended on static reports can now ask natural-language questions such as 鈥淲hat were our sales last month?鈥�, 鈥淲hich customers generated the highest revenue?鈥�, or 鈥淲hich products are declining in sales?鈥� and receive governed, context-aware answers within seconds.

鈥淥ne of the biggest lessons from this project is that AI does not replace data engineering鈥攊t amplifies it. The quality of conversational analytics depends on the quality of the underlying data model. Organisations that invest in data governance, semantic modeling, and business context achieve far more accurate and trustworthy AI responses than those attempting to expose raw transactional databases directly to large language models.鈥�