Read on Twitter
This is an excellent report by @UofGlasgow visiting prof @Mark_Logan1 on a strategy for developing the tech-economy in Scotland. Some very wide-reaching and implementable ideas that would help us take a big step forward
( https://www.gov.scot/binaries/content/documents/govscot/publications/independent-report/2020/08/scottish-technology-ecosystem-review/documents/scottish-technology-ecosystem-review/scottish-technology-ecosystem-review/govscot%3Adocument/scottish-technology-ecosystem-review.pdf)
( https://www.gov.scot/binaries/content/documents/govscot/publications/independent-report/2020/08/scottish-technology-ecosystem-review/documents/scottish-technology-ecosystem-review/scottish-technology-ecosystem-review/govscot%3Adocument/scottish-technology-ecosystem-review.pdf)
The recommendation for better CS education at high school would be good. UK students I teach through the business school rarely have even the most basic programming skills, yet Asian and Eastern European students are often moderately to highly skilled.
A Scottish tech visa is a no-brainer. Not only do we train up excellent students that can’t work here post-graduation, we can’t plug skills gaps by attracting people either.
I hope @kateforbes takes heed not to pick and mix policy measures. As Mark notes, these measures are mutually-reinforcing and won’t achieve a tipping point if partially implemented. If you are trying to change a system you need to intervene on multiple fronts.
There are some great examples of growth & skills development at Glasgow Uni & across Scotland (e.g. http://www.linkedin.com/in/profjohna/ ) but this is only reaching a small cohort. Scottish firms need to invest more in skills developments & Unis perhaps need to do more to meet their needs.
Prof Colin Mason from @asbs today calls for a Chief Entrepreneur to drive economic progress ( https://www.holyrood.com/news/view,academic-calls-for-creation-of-office-of-chief-entrepreneur-role-in-government) – perhaps a role like this could implement these recommendations
