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And if we manage it, it will benefit society too. Our approach to delivering these objectives focuses on three strands:. More than ever before, services, including public services and business transactions, are moving online. We want everyone to be able to use these digital services so they can reap the financial, health and social benefits they offer. For those lacking basic digital capability, the reasons for this exclusion are often complex.

Research suggests that there are four key barriers, and more than one may affect individuals at any one time:. Government is already working with industry and the voluntary sector, to increase the digital capability of those who are digitally excluded, as well as those who are online but lacking the confidence and knowledge to make the most of it.

And government will continue to work with partners to ensure that small businesses and charities have the skills they need to make the most of the digital economy. But we need to do more to make sure we build a country that works for everyone and where no-one is left behind. Far too often there is a correlation between where people live, their socio-economic circumstances and whether they have basic digital capability. To close this divide we must take a more targeted approach to digital inclusion.

As a first step, we will:. Throughout this we will regularly assess our targets and metrics to make sure they are fit for purpose and accurately measure discrepancies in digital capability between different demographic groups. This will ensure we are enabling all groups to overcome barriers to full digital inclusion. Libraries have an important role to play in making sure everyone, in every part of the country, makes the most of the digital economy.

Libraries tackle the barrier of access by providing a trusted network of accessible locations with free Wi-Fi, computers, and other technology. Over half of UK residents have a library card and With over 14, trained library staff, supported by volunteers, libraries also make significant inroads towards tackling the combined barriers of skills, confidence and motivation by offering skills training; helping people to understand the benefits that using the internet and accessing online services can bring; and increasing their confidence of the digital world by guiding them on their journey to become regular users of the internet.

In , , people were supported by almost half a million digital skills sessions across the library network. Libraries are also increasingly helping people develop higher level digital skills. Several libraries across the country host makerspaces and FabLabs — places where people can learn new skills, and collaborate on projects.

Makerspaces also are democratising access to the latest technology, making high-tech equipment like 3D printers and laser cutters available to everyone. We will bring together people from across sectors to collaborate and support the expansion of makerspaces in public libraries in England. Individuals, businesses, government and other organisations must take steps now to ensure that we have the skilled and capable workforce needed in an increasingly digital world.

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As our modern industrial strategy sets out, a lack of digital skills is not only a barrier to people fulfilling their potential, but also a barrier to a more productive economy. We are already making progress to ensure that the next generation have the digital skills they need for work. In , England was the first country in the world to mandate teaching coding to children at primary and secondary schools. For the computing curriculum to be successful teachers need to be well-equipped and supported to deliver it.

That is why we have provided funding for the Computing at School Network of Teaching Excellence in Computer Science , whose network of over Master Teachers can provide continuing professional development to teachers needing to further develop their computing expertise. Outside the formal curriculum there has been a number of new innovative initiatives providing young people with opportunities to develop their digital skills. The National Citizen Service NCS helps 16 and 17 year olds to build skills for work life, take on new challenges and make new friends.

The Government is committed to the expansion of the NCS so it becomes a rite of passage for all young people. In , NCS reached 93, young people and with a high rate of engagement from young people that most need support, NCS is uniquely placed to help young people to engage with the digital economy. This could include hands-on coding experience, digital making, digital entrepreneurship and contact with creative technology-focused businesses to inspire participants to consider a career in the sector.

Our Industrial Strategy green paper set out our plans to create a proper system of technical education to benefit the half of young people who do not go to university and to provide new, better options for those already in the workforce. The reforms will create 15 prestigious technical routes, as set out in the Skills Plan, encompassing both college-based and employment-based learning and providing a clear path to skilled employment.

Relevant digital skills will also be included in all of these routes , meaning that everyone joining the workforce will have the digital skills required whatever job they choose. The government will work with the Institute for Apprenticeships and Technical Education and industry professionals to determine what digital content will be included in the new technical education routes.

The rapid pace of technological change means digital techniques and technologies are also constantly evolving. The pace of technological change makes it difficult to predict the nature of digital skills that will be needed in future. Requirements will change quickly so we will need to up-skill people across their working lives. It is therefore essential for people to continue to develop their digital skills after they have left formal education.

We will ensure that adults who lack core digital skills can access specified basic digital skills training free of charge, where it is made available by providers as part of the publicly-funded adult education offer. This will mirror the approach taken for adult literacy and numeracy training. Through this we will ensure everyone has access to the support they need to realise the benefits of the digital world. We will consult on the detail of this offer shortly. To develop and maintain our position as a leading global digital economy, we will also need to develop a range of specialist digital skills to fill specific digital jobs.

At present, the UK has a supply of specialist skills that scores well above the EU average, but there are still significant improvements that must be made. To tackle this and the other specialist skills challenges, we are taking action across further, higher, and employment based education. Our reform of the technical education system will see the creation of a specialist digital route , with employers setting standards and specifying the knowledge, skills and behaviours that individuals will need.

We have already seen employers collaborating with government in the development of digital apprenticeship standards , with 13 standards having already been approved for delivery and more still in development. We have also introduced new innovative digital degree apprenticeships. These include a degree which is an integral part of the apprenticeship and are designed by groups of employers to make sure apprentices achieve full occupational competence.

They will provide the much needed skills that industry needs. The Degree Apprentices earn a wage while doing a job in their chosen profession. The college will train 5, students over the next five years for a wide range of digital careers, such as software and database developers, user experience designers and tech entrepreneurs. We will fund Ada to develop a primarily online learning platform by summer , which will pilot innovative techniques, gamified content and peer-to-peer elements to develop coding skills.

This will open up software engineering careers to students who want to experience working for a tech company, while at the same time studying towards a foundation degree in Computer Science. This funding will be released through a competition run by HEFCE, inviting consortia from universities and business to set up an independent institute which will champion innovative ways to increase digital skill provision in higher education.

Women are underrepresented in both the uptake of digital qualifications and in digital roles. Yet women make up almost half of the workforce. There are already a number of programmes doing valuable and innovative work to help more women into tech. We will build on these by supporting further development of the Tech Talent Charter. The Charter outlines key measures that encourage organisations to think differently in support of a more diverse tech workforce.

It will provide an impetus for change across the sector by providing organisations with tangible actions and principles they can adopt and embed into their organisations as outlined in the Charter for example adopting best practice guidelines for job descriptions. Alongside this work, we will ensure there is also relevant targeted support for other underrepresented groups, such as people with disabilities and those from minority background or lower socio-economic areas. This is not only the right thing to do, but it will play an important role in meeting our digital skills shortages.

Despite our world leading cyber security expertise, we also have a cyber security skills shortage. We need to address the systemic issues at the heart of this shortage. In order to understand these issues and identify the actions needed to address them, we are developing a Cyber Security Skills Strategy , with input from industry and academia, to build on existing work and ensure that the UK has the required skills to keep the economy secure from cyber threats.

Alongside development of the strategy, we are undertaking immediate work to address some of the known issues, including:. Government is by no means the only provider of digital skills training, and nor should it be. Employers and companies - national and local - all have a role to play in developing the digital skills and businesses need to thrive in the digital economy.

Many companies are already doing innovative work on addressing the digital skills challenge some of which have already been mentioned. This is very welcome. These are just some of the many current initiatives:. Microsoft recently launched a programme to train 30, public servants in a range of digital skills and alongside this launched a Cloud Skills Initiative to train , people in advanced cloud technology skills by and announced plans to make free online digital literacy training available to everyone in the UK.

Google recently offered five hours of free digital skills training to anyone in the UK who is seeking to develop their digital skills. Start is a free training and job placement programme for the UK to educate young adults as well as military veterans, reservists, and their spouses, on the latest software development and cloud computing technologies. Start also offers work placements to 1, people as part of the programme.

Lloyds also produces two important, large-scale annual reports the Business Digital Index and the Consumer Digital Index , which track the digital capabilities of small businesses and charities, as well as the digital and financial capabilities of adults across the UK. Barclays runs the Digital Eagles programme to help people develop their digital skills and confidence so they are able to fully take advantage of all things digital, including, but not restricted to, digital banking.

BT fund and run the Barefoot Computing Project which provides free cross-curriculum computer science resources and volunteer-led CPD workshops to help primary school teachers with no previous computer science background feel confident in delivering the curriculum. Working in collaboration with BCS, The Chartered Institute for IT, the project has already reached 33, teachers and through them, 1 million primary school children since its launch in September HP currently runs its Digital Schools Awards programme which provides a pathway and resources for schools seeking to do more with digital technology.

In the UK and Republic of Ireland more than schools have already signed up involving over , students. The Accenture Skills to Succeed Academy is an innovative online learning solution designed to help young people build their employability skills and confidence. O2 aims to help 20 million people engage better with technology by through its online safety partnership with the NSPCC; through opening up digital skills, social action and work experience opportunities for young people through its GoThinkBig platform; and through helping customers live smarter and more sustainable through connected devices.

Apple Teacher Program is a free professional learning program designed to support and celebrate education using Apple products for teaching and learning. Apple retail hold regular free workshops for people of all experience levels along with youth programs such as Apple Summer Camp and Apple Field Trip. Samsung Digital Classrooms offer an engaging and collaborative educational environment for nurturing the talent of the future.

In schools classrooms are provided with a suite of Samsung technology as well as teacher training, connectivity and maintenance support. Samsung Digital Academies provide vocational training and qualifications in technology for young people to open opportunities for employment. Sky Academy Skills Studios provide a half-day interactive experience giving year olds the chance to come behind the scenes at Sky and make their own TV report, linked to topics they are studying at school. Sky Academy Careers Labs provide a full day careers experience to 16 to year-olds offering the chance to learn about jobs in media, business and technology.

All of these initiatives and programmes are hugely welcome. However, the sheer number of programmes and offers can make it difficult for some people to know which training opportunities best suit their needs. Some programmes focus on basic digital skills for individuals; others focus on digital training for businesses.

There can often be several programmes operating in one area - and sometimes none in others. Government has no desire to centrally control these valuable initiatives and activities. But there is an opportunity for government to play an important role in convening and providing coherence to all those active in this area. We will therefore establish a new Digital Skills Partnership, working together with partners who are passionate about closing the digital skills gap. The Partnership will bring together technology companies, local businesses, local government, charities and other organisations.

It will facilitate coordination between the various programmes, including the sharing of knowledge and best practice. The Partnership will also examine options for improving the coherence of digital skills provision, for example by setting ambitions for increasing the level of certain types of training on offer and agreeing how it can be targeted where it is needed most. To support the strategy and the aspiration of the Digital Skills Partnership, a number of organisations have committed to being even more ambitious in extending their reach and scale of their programmes:.

Lloyds Banking Group as part of its Helping Britain Prosper Plan has pledged to train face to face 2,, individuals, SMEs and charities on digital skills, including internet banking, by Barclays has pledged to expand the number of Digital Eagles, there are currently 16,, with a focus in on cyber skills. Google has pledged to launch a Summer of Skills programme in coastal towns across the UK. It will develop bespoke training programmes and bring Google experts to coach communities, tourist centres and hospitality businesses across the British coasts. This will accelerate digitisation and help boost tourism and growth in UK seaside towns.

This new initiative is part of a wider digital skills programme from Google that has already trained over , people. BT has also pledged to offer work placements to disadvantaged young people not in education or employment across the UK in , to help improve their tech literacy. Accenture , in recognition that digital skills are key to employability, is partnering with FutureLearn, and has pledged to create a brand new Digital Skills Programme, which maximises effective learning through online collaboration.

Over the coming months, Accenture will work with a number of partners, who collectively have a reach of over , people across the UK, to scale the programme nationally. This will empower the next generation of digital printing graduates with the skills they need to work in the rapidly changing digital printing space.

HP Inc has also pledged to expand its Learning Studios initiative to more schools across the country. This will equip these schools with the latest education technologies with appropriate support to teachers and help improve IT skills, expose students to innovative skills and concepts such as design thinking, three dimensional design, and social entrepreneurship. It aims to reach new UK users over the next 5 years.

Cisco , through its Cyber Badge programme, is pledging to extend its Cyber Detective project by providing cyber security training to children aged through free interactive online courses, and certification following successful completion of tasks related to the training. In the first instance, Cisco are aiming to reach over a thousand students through this new programme. IBM ran three successful Summer Schools for Primary School Computing events in Warwick, Manchester and London in to help equip teachers to teach the computing curriculum more effectively.

IBM has pledged three more summer schools in The Partnership will also play a crucial role in helping people access digitally-focused jobs at a local level. We will explore how to identify digital vacancies area-by-area, and where possible look to make this data available to local authorities, combined authorities, LEPs and others. We will encourage and support local partnerships of government and business to make use of this data to tackle digital skills shortages in their area.

Actions to address these shortages could include local firms offering more digital apprenticeships, or careers advice and work experience to local schools. It could also include national and international firms making training packages available to local partnerships.

By identifying and acting on digital skills shortages at a local level, we will help more people across the country to access the training and information they need to move into highly-skilled, well-paid digital jobs across the economy. Leeds City Council convened the Leeds Digital Board, a group of digital employers, education and training providers, and the Leeds City Region LEP to work together to promote and grow the sector, and to tackle skills gaps.

The first step was to understand the issues. The Leeds-based big data consultancy, Bloom, were commissioned to identify digital employers. They collated data from Companies House, a scrape of company websites, twitter data and existing lists to identify all the businesses in Leeds undertaking digital projects. Analysis of skills gaps and vacancies was undertaken by Herd, a Leeds firm who run a job board for tech. It sets out measures to develop the future talent pipeline, including graduate schemes, digital apprenticeships, degree apprenticeships, initiatives to encourage more women to pursue careers in tech, and the ambition for a code club in every Leeds school.

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To achieve this, we must create the right conditions for the digital sectors to continue to thrive and to ensure the benefits are spread throughout the UK. Although this will be led by the private sector, government has a key role to play in supporting innovation and the commercialisation of ideas, and helping all digital businesses take advantage of opportunities for growth.

The following outlines the steps we are taking to create this environment for digital sectors. We have already created one of the most innovation and entrepreneur-friendly tax systems in the world.

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The government has delivered highly competitive headline corporation tax rates and introduced a range of initiatives to further support innovative businesses. Support is also in place to help small, early stage companies raise equity finance through the Seed Enterprise Investment Scheme SEIS , which offers tax reliefs to individual investors who purchase new shares in those companies.

It complements the Enterprise Investment Scheme EIS , which offers tax reliefs to investors in high risk and growing companies. SEIS is intended to recognise the particular difficulties which very early stage companies face in attracting investment, by offering tax relief at a higher rate.

Digital businesses need a supply of employees with the right digital skills if they are to flourish. This means developing the skills we need domestically, and Chapter 2 covers how we will develop a strong pipeline of digital skills within the UK. Digital sector companies employ around 80, people from other European Union countries, out of the total 1. The government has been clear that it wants to continue to attract the brightest and best to study and work in Britain after we leave the EU.

We recognise the importance which the technology sector attaches to being able to recruit highly skilled staff from the EU and around the world. As one part of this, we have asked the Migration Advisory Committee to consider whether the Tier 1 Entrepreneur route is appropriate to deliver significant economic benefits for the UK , and will say more about our response to their recommendations soon. We also recognise that digital businesses are concerned about the future status of their current staff who are EU nationals.

An innovation-friendly regulatory environment is crucial to allowing university researchers and digital companies to develop, test and sell their ideas, goods and services. The quality and agility of regulation can often make or break disruptive innovation, which rarely fits neatly into existing regulation. We will work with the independent regulators to ensure that regulation across sectors is open to realising the benefits of new and disruptive digital innovations, while continuing to protect the public.

Companies developing new technology will be able to get a fair hearing from government on any regulatory or competition issues that they feel are impeding their businesses. The Challenger Business Programme has also helped establish an environment in which innovative businesses can thrive, and is another channel for businesses to alert government to regulatory barriers to growth. We want to undertake more deep dives into emerging sectors, and are keen to hear from industry about new areas the programme could look to explore.

We also want to intensify our efforts on driving through the recommendations from previous Challenger Business reviews. If innovation is to flourish, a dynamic and flexible intellectual property IP regime is also vital. We need to make sure that the IP rules keep up with technological change. We will, for example, conduct research to look at 3D printing technology and how IP rights apply to 3D files and products.

We will legislate through the Digital Economy Bill to give designers a new way of giving the public notice of their IP rights with a web address. Ultimately, businesses rather than the government are best placed to identify what companies need to enhance their competitiveness as a sector. As part of these deals, sectors will be able to identify how companies within a sector and government could take action to increase their prospects of success, and this could include addressing a regulatory issue or deregulating.

It is disrupting established processes and changing the ways that consumers interact with financial services. In doing so, it is radically reducing the cost of accessing financial services and broadening the range of services available. This is allowing those who may previously have struggled to access financial services to do so, and providing consumers with the tools they need to manage their finances well. The government and regulators are taking a significant number of actions to support the UK FinTech industry:.

We have world-class universities and laboratories, whose excellence is one of the key guarantees of our global tech leadership. In , we launched the Alan Turing Institute , a joint venture of leading UK universities to undertake research using advanced mathematics, computer science, algorithms and big data.

The Digital Catapult and the Hartree Centre also continue to help researchers and businesses develop technologies and bring them successfully to market. One project, led by the University of Manchester, will develop robotics technologies capable of operating autonomously and effectively within hazardous environments such as nuclear facilities, while researchers at Imperial College London will look to make major advances in the field of surgical micro-robotics.

The Digital Catapult Centre is a space for technologists, creatives from business and academia to collaborate and develop their new ideas and showcase their products to the UK and the rest of the world. It enables UK digital businesses to innovate at speed, and with less risk, so new products and services can be accelerated to market. As a key part of this, we are taking forward the recommendations of the Nurse Review, and creating UK Research and Innovation UKRI , in order to ensure that the UK continues to support world-leading research and innovation, investing public money in the best possible way.

We are creating an Industrial Strategy Challenge Fund to help the UK capitalise on its strengths in science and innovation. This new funding stream will enable UKRI to back technologies at all stages, from early research to commercialisation, where the UK has the potential to take an industrial lead. The Industrial Strategy green paper initiated a consultation on the first set of technologies which the Fund could support, which included:.

These are early suggestions for potential challenge areas and there may be more opportunities - for example, in the creative industries. The UK is home to many top academic and research institutions, which act as excellent ecosystems to cultivate the next generation of future founders and employees in the digital sectors. The government is committed to supporting institutions to have the right structures for students to pursue entrepreneurial activities.

There are examples around the world which demonstrate the importance of an educational institution acting as a pipeline for talent. We believe that every computer science student should have the space and support to explore building tech start-ups that will shape their digital employment prospects and to become tech founders.

This will include recognising computer science students who are spinning out promising start-ups and linking their companies to funders and other opportunities. Government can play an important role in helping entrepreneurs and early-stage digital companies turn ideas into viable businesses through interventions such as accelerators, mentoring, and export assistance.

While the UK has a world-leading track record in research and innovation, we have a challenge in translating our leadership in global research into commercial outcomes. While the UK produces a similar number of spin-off companies as US universities, we register far fewer patents. From the development of medical imaging technologies to biotechnology, the UK has too often pioneered discovery but not realised the commercial benefits. Our Industrial Strategy green paper outlined a number of actions to address this. As part of this we have commissioned independent research on approaches to commercialisation in different institutions, including how they approach licensing intellectual property and taking equity in spin-outs.

The review will examine the entire entrepreneurial journey, focusing on the motivations and opportunities for those embarking on business ventures, from education to business development and growth. From the Internet of Things and connected and autonomous vehicles, to artificial intelligence and virtual reality, the UK already has world-leading businesses developing and using new technologies. Government can support the growth of these emerging technology sectors through strategic interventions. The following boxes look at two technologies where we are already playing an active role.

Connected and autonomous vehicle technologies are set to transform our roads and could offer huge benefits including improved road safety, traffic flow, efficiency and mobility, together with significant opportunities for UK industry. We want to ensure the UK is at the forefront of these developments and we will work with industry and road network managers to understand the changes necessary to make this a reality, including improved connectivity on the road network.

We are keen to ensure that we are acting at speed to put in place the necessary regulatory framework to enable the safe sale and use of this technology, and will be taking forward a rolling programme of reform, engaging with industry and international partners to identify where to focus our efforts. Our driverless car trials have commenced public demonstrations in Milton Keynes, and projects in Bristol, Greenwich and Coventry will go live soon. We are consolidating this effort to assert a world leadership position in the demonstration and deployment of connected and autonomous vehicle technologies.

The Internet of Things enables connected objects and devices containing sensors to share data, information and insights - from industrial machines, infrastructure, buildings and vehicles, to consumer electronics and clothing. The benefits for industry, the public sector and citizens could be huge. Increasingly, new infrastructure is also smart: Sector deals offer another important channel to support specific industries.

They offer an opportunity for important players to join together and address shared challenges and opportunities they face. We are therefore pleased to support reviews into the following important and rapidly growing sectors, which could inform potential sector deals. Professor Dame Wendy Hall, Regius Professor of Computer Science at the University of Southampton, and Jerome Pesenti, Chief Executive of BenevolentTech, will conduct a review of how industry and government can create the conditions for the artificial intelligence industry to continue to thrive and grow in the UK.

The review will consider the core challenges such as skills and access to talent, access to data, and access to finance and investment. This review will build on the work on machine learning by the Royal Society, and it will complement, but remain separate from, the ongoing work by the British Academy and Royal Society on data ethics and governance, which will also cover ethical issues around AI. In addition to these reviews, government will consider how it can further support the virtual reality VR and augmented reality AR sectors in the UK, considering how these industries could seize opportunities for growth.

The UK is home to a number of innovative firms working in this sector, including Blippar, Improbable. As an international hub for the cultural and creative industries, and with our strengths in research and computer science, the UK is well placed to take advantage of global growth in these sectors. The Digital Catapult is already helping advance next generation virtual and augmented reality businesses.

Earlier this month, it launched Augmentor , an equity free week programme to provide technical and business mentorship to start-ups in this space. Successful applicants will have access to the Digital Catapult Centre in London as a space to work and collaborate, as well as the state-of-the-art Immersive Lab at the centre. Digital start-ups are a core part of the success of our digital sectors. Central to our ambition for the growth of digital sectors is therefore to make the UK the best country to start and scale a digital business. As with our support of new technologies, we will identify those where government can play an effective role in helping specific sectors to grow.

For example, we will:. Those businesses that successfully establish themselves and begin to grow rapidly face a particular set of challenges. The Minister for Small Businesses will take on an additional role as the Scale-up Champion , working to coordinate support across the UK specifically aimed at these businesses, which are so crucial to our future prosperity. The government will also work with the ScaleUp Institute and other partners, including Local Enterprise Partnerships and Growth Hubs and their network of strategic partners to build peer-to-peer business networks specifically for fast-growing firms.

And we will use data that only government has — such as VAT returns — to help identify fast-growing firms at an early stage. This will enable the efficient offer of advice and support to catalyse business growth and support scale-up businesses in cooperation with the Behavioural Insights Team and the ScaleUp Institute. Investment in the sector has remained high over the first three quarters of We want to make sure that the UK remains the best place in the world to do business.

As well as encouraging home-grown digital companies to start and grow, we need to attract innovative digital companies to come to the UK. This work will be led by the Department for International Trade, working closely with the National Technology Adviser and our network of embassies around the world. Both here in the UK and overseas, we strongly promote the message that the UK is not only the best place to internationalise, but that we have the clusters that make us the best place in the world to find innovative technology solutions, products and services.

The UK Tech sector drew more investment than that of any other European country in , 31 with a number of major investments in UK digital businesses:. Leading technology investors have chosen to locate in the UK or raised further investment funds, including:. There have been major investments in cloud data centres, which will help UK firms work smarter and faster:.

To boost our impact in emerging digital economies around the world, we are working to establish a network of UK Tech Hubs in five developing countries to work alongside the key existing hub in Israel. Tech Hubs are small, expert teams based inside the UK embassy tasked with driving UK economic growth by partnering British companies with innovative local start-ups. They enable local digital sectors to go global through British businesses, and help provide British businesses with a global competitive edge.

As part of our wider industrial strategy, we are taking a number of other actions which will support the availability of finance to all businesses, including start-ups and scale-ups in the digital sectors. The Industrial Strategy green paper sets out how we will take a more strategic approach to government procurement to drive innovation and value across public and private sector supply chains. This offers a significant opportunity to support digital sectors, particularly for start-ups and scale-ups. A contract from government can transform the prospects of a small business, giving it credibility, income and the crucial first customer.

We will continue to procure through the Digital Marketplace - the platform that is helping the public sector buy what it needs to deliver great digital services. Moving forward we will promote the use of the Digital Marketplace by local government and wider public sector bodies, to improve efficiency of procurement and lower barriers for digital and technology suppliers. The Small Business Research Initiative SBRI , which connects public sector challenges with innovative ideas from industry through funding competitions, will continue to be a key route for this.

Since its introduction in , the SBRI has already had a number of notable successes in bringing innovative solutions from digital SMEs into government. Government will work with Tech City and other partners across the country to ensure the learning and best practice from these programmes are shared and reapplied to develop the tech ecosystem across the UK.

Tech City UK, launched in , has grown from supporting the East London tech cluster to accelerating the digital sectors across all regions of the UK through a number of different programmes:.

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Tech City UK will be a crucial partner in delivering our ambition to grow the tech sector right across the country. The UK is a world leader for social tech. Programmes such as Bethnal Green Ventures in London and Dotforge Impact in Manchester are the first of their kind in the world and have now supported over a hundred new social tech businesses. Some people in the UK struggle to access and engage with the financial system.

This can make it difficult for them to manage their finances, access the best value goods and services, absorb financial shocks and plan and provide for the future. Digital solutions can play an important role in helping with some of these issues. For example, the government has supported a pilot of Affordable Loans, an online portal that makes it easier for consumers to access loans from responsible lenders.

In order to support digital innovation that helps people better manage their money, we will launch a competition to encourage the development of digital approaches to support financial inclusion. This will be run by Tech City UK, as part of its wider role on FinTech, with external support from both charitable and financial service providers. Outside of financial inclusion, the Council for Science and Technology will undertake a number of studies considering the opportunities for society from emerging technologies, including how technology can help extend healthy and independent living for ageing populations.

Digital technology also offers opportunities to engage citizens in social action in new ways, from providing platforms to facilitating mass movements. We have provided support for tools and platforms that make it easier to find opportunities to volunteer and give, such as Do-it and Localgiving. We will continue to look for ways that digital technology can promote and support social action, providing government support where it can make a difference. Many of the developments in digital technology and innovation are transforming our public services as well as the experiences we all have as users of those services.

Some examples of these are set out in the sixth chapter of this strategy. The benefits of these developments are not just for the end users, but for the economic prospects of the sector creating them. Across England, National Health Service clinicians are working to improve patient outcomes through innovation, with initiatives such as:. We will facilitate improved access to the health and care services for the right products through:. The NHS produces a wealth of data with huge potential to improve decision making, clinical pathways and efficiencies.

Access to this will be improved for both patients and professionals, whilst ensuring security and privacy:. This work programme will have the dual benefit of helping innovators in the digital health sector, by clarifying and accelerating the access pathway and evidence requirements for digital health products through the AAR and app assessment process. The benefits of digital are not limited to the digital sectors: A recent survey of 1, UK-based businesses found digital capabilities helped boost revenues by 4. While UK companies have similar levels of internet access and web presence as those in other European countries, they are less likely to digitise their back-office functions than their peers in other countries.

From marginal changes like a restaurant adopting online bookings, to wholesale business transformation, our ambition is for all UK companies to be able to realise the efficiency gains offered by adopting digital ways of working. Each business has its own specific digital needs, but there are four core digital activities that we believe most businesses need to do to remain competitive:. Many businesses are still a long way off adopting these digital processes as a core part of their operations and, as the chart below shows, we are lagging behind our competitors.

These echo the findings of a SME self-assessment survey 62 on the barriers they face in adopting digital technologies, shown in the chart below. It will be established to drive engagement with business and improve productivity across the economy, including through appropriate use of digital technologies. There are a range of tools and training programmes that are already available to businesses to help understand and deliver the efficiencies offered by adopting digital ways of working, and a number of these are outlined in the box below.

If businesses are unaware of the support that is on offer to them or do not know how to take advantage of it, then government can help. Initiatives such as the Digital Skills Partnership described in Chapter 2 , and the Productivity Council described above have been designed to make the process of finding the right support as simple as possible.

The Industrial Strategy green paper set out how we will support the development of business-to-business ratings and feedback platforms. This could make it easier for SMEs to determine the quality of business advice and support services provided to them by other firms. There is already a range of free support available to businesses across different sectors, and of different sizes to help them become more digital and improve their access to skills.

Below is a non-exhaustive list of the types of initiative currently available to demonstrate the breadth of support available and organisations providing support. The Google Garage initiative has delivered training in 80 towns across the UK to over , businesses and individuals. Throughout , the programme will offer face-to-face training in cities and towns across the UK as well as free online courses, providing face-to-face training and mentoring in digital skills for all local businesses. Google has pledged to provide five hours of digital training to every person and every small business in the UK.

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It has also opened up five Regional Skills Academies in partnership with Risual a IT services company and a select group of colleges. The colleges will provide industry relevant IT apprenticeships and youth employment as well as provide access to Microsoft certified qualifications. Colleges are already open in Derby and Wales. Digital Business Academy is a free online platform created by Tech City UK to provide the skills needed to start, grow or join a digital business. There are over 14, active learners. Do it Digital is an independent, not-for-profit campaign that looks to highlight resources around the UK - online and off - that can help small businesses get the most out of digital.

The campaign has set an ambition to help one million small businesses during and is currently running its second Days Of Digital, during which it shares and champions a different digital opportunity every day. Where there is a specific geographical, sectoral or economic need that is not being met by existing provision, we will ensure that action is taken to address such gaps. We have already introduced a number of programmes aimed specifically at closing the gap in digitisation between different sectors and we will build on this work to tackle the specific issues certain industries face.

This will consider how UK manufacturing can become more productive and competitive by increasing its use of digital technology and automation. A key focus will be identifying where policy interventions and support mechanisms can encourage industry investment in technology and innovation and drive forward the automation of industrial processes. This will include considering which sectors can benefit most from these advances, and looking at the experience of our international competitors. Two further examples of work with specific sectors is outlined in the box below. To ensure support is more effectively deployed to the regions and businesses that need it we will ensure interventions are based on quality data and business analytics.

For example, we will explore how data — such as that held by HMRC and Companies House — can be used to identify scale-up businesses. This could then be made available to local public and private sector organisations so they can better identify, target and evaluate their support. Following a government initiative in , construction clients and their industrial supply-chain are starting to adopt a digital approach through the use of Building Information Modelling BIM ; we now lead the world in its implementation.

This strategy introduces more sophisticated digital and data tools, incorporating performance measurement of assets and service through the Internet of Things, sensors and telemetry. This is further supported by the coordination of government policy of Smart Cities with DBB to provide asset owners, service providers and the construction sector with an integrated, safe and secure data-infrastructure to ensure the future provision of social infrastructure and services.

Ultimately, DBB will create a direct data chain between the design, construction, commissioning and operation of assets to enhance social outcomes and, through data feedback mechanisms, provide a basis for continued improvement in asset design and performance. Globally, retail is increasingly moving online and the UK leads the way in online sales.

Over 86 million online shoppers bought from the UK in Retail companies that are not taking advantage of e-commerce are impeding themselves when online channels are often the first port of call for shoppers. We will encourage businesses and Local Enterprise Partnerships to build on the Digital High Streets initiative , to help retail businesses become more digitally capable. The adoption of digital technologies such as connected and autonomous vehicles, connected devices, robots, and AI present attractive new business opportunities, and a means to unlock productivity gains.

But they will also bring significant changes to the future of work, employment and society, as well as increased threats from cyber attack. Preparing for and responding to these developments will require collective action across government and society, and for our business leaders to have the necessary digital acumen to lead the digital transformations within their companies. To meet this challenge we are already undertaking a review of modern employment , including the impact of new ways of working such as on-demand platforms, led by Matthew Taylor, the Chief Executive of the Royal Society of Arts.

This will ensure that employment practices keep pace with modern business models. Additionally, given the paramount need for workers to continue retraining and upskilling to ensure they are not lost from the workforce, we taking forward a range of measures set out in Chapter 2 to incentivise digital skills training. Adopting digital technology and ways of working can help businesses gain access to markets in other countries.

This includes access to a smart database to connect them with global online marketplaces such as Amazon and Alibaba. We have also negotiated preferential rates with key e-marketplaces, making the UK one of the easiest and best places from which to sell goods online around the world. We are delivering promotions in key overseas markets to promote UK companies on these marketplaces.

We expect all customers to have moved onto CDS by January CDS will support increased volumes of transactions and any future changes to legislation, and will ensure that the UK has a robust and flexible customs declarations service in the years ahead. If we are to have a genuinely digital economy , a critical component will be a trusted framework for sharing and validating information related to identity. The approach must be secure, reliable and convenient for individuals and businesses. There is a tremendous opportunity to reduce fraud in our current system.

In the immediate future, transaction costs for both businesses and individuals could reduce, as trust increases and transactions that have traditionally been manual become digital. There will be positive economic impact not only in creating markets for new products and services, such as allowing the easy export of digital content produced in the UK, but also through realising the value that these products and services will deliver to the wider UK economy.

We will work with industry and the relevant stakeholders and interest groups to adopt and promote open standards for validating information , especially as it relates to identity. If we get this right, it will create a safe, reliable, cost-efficient way for individuals and businesses to transact with each other and the government digitally.

It enables individuals to prove their identity online and to access government services securely. Verify is being piloted with a number of local authority services to establish where it can meet identity needs in local government. We are working towards 25 million people having a GOV. UK Verify account by GDS will work with the private sector so that people can use the same account to prove their identity online for private sector services. We have already begun work on some early pilots to explore opportunities for private sector applications, for example allowing people to open a bank account without having to go into a branch.

Standards for Professional Learning. Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and more As a recognized means of providing physical education teachers with the tools necessary to enhance student achievement, quality professional development should be provided on a regular basis with follow-up support, along with a method for determining its effectiveness in meeting both curricular and pedagogical standards.

Furthermore, to enhance the fitness achievement of students, school-based professional development should provide instruction on the integration of fitness testing into a curriculum and should include training in protocols, the interpretation and communication of results, and the setting and achievement of fitness goals and recommendations for developing healthy living habits for both students and their parents IOM, a.

Instructional opportunities for physical activity and physical education are mandated by most states. In comparison with data prior to , more states have developed mandates for physical education at both the elementary and secondary school levels. However, most mandates lack a specified time allocation that ensures meeting the NASPE recommendation of and minutes per week for elementary and secondary schools, respectively McCullick et al.

Some obstacles to the implementation of quality physical activity are listed in Box Obstacles to Implementation of Quality Physical Education. Class periods dedicated to physical education are declining at all school levels. Existing discrepancies between policy and implementation with respect to specific time allocation contribute to more With physical education not being considered a core subject, and amid growing concern regarding the increase in childhood obesity and physical inactivity, several national studies and reports have emphasized the importance of implementing state statutes, laws, and regulations both mandating time requirements for physical education and monitoring compliance.

In the United States, school policies on curriculum and school-based activities are determined by local education agencies according to state laws governing educational activities. Decisions about what to teach, who will teach it, and what level of resources will be provided are made by the state, county or district, and school administration.

Of importance to this analysis is the distinction made between state statutes and administrative codes, which accords with the definition proffered by Perna and colleagues Using the NASBE database, the committee performed an overall analysis of policies on physical education and physical activity of the 50 states and the District of Columbia.

The analysis revealed that 45 states 88 percent mandate physical education; 22 states 23 percent require it with mandatory minutes, while 25 states 49 percent have no mandatory minutes and 4 0. A majority of states allow for waivers or substitutions for physical education see the discussion below. Fitness assessment is required in 15 states 29 percent , and other curricular assessments are required in 4 states 0.

Twenty-six states 53 percent require physical education grades to be included in a student's grade point average. Forty-three states 84 percent require some degree of physical education for high school graduation, with a range of 0. Although no federal policies requiring physical education presently exist, the above evidence shows that the majority of states require physical education. However, the number of days and time required vary greatly by state and local school district, as does the amount of physical education required for high school graduation.

Given the reduced time for physical activity in school through recess, and absent the implementation of stronger policies, schools have not only the opportunity but also the responsibility to nurture in youth the skills, knowledge, and confidence to develop and maintain a healthy lifestyle. The consensus among states indicated by the mandates for physical education summarized above, together with the discrepancies in specific policies, may suggest the need for general guidelines or a federal-level mandate that can serve to guide a collective effort to address the prevalence of childhood inactivity and obesity.

In addition to policies that directly require offering physical education in schools, other policies support physical education opportunities in schools. In the U. These policies were to include provisions for physical activity and healthy eating, thus expanding schools' responsibility for providing physical activity to school-age children.

Several government agencies and organizations have recommended embedding a specific number of days and minutes of physical education into each school's or district's wellness policy. Although school districts are required to include goals for physical activity in their local school wellness policies, they are not required to address physical education specifically.

Politics and sports

Some policies have contributed to the substantial reduction in the opportunities for school-age children to be physically active, such as by shortening or eliminating physical education classes. These reductions can be attributed to budget cuts and increased pressure for schools to meet academic standards imposed by the federal government. The No Child Left Behind Act of requires that states develop assessment and accountability measures to verify performance improvements in the subject areas of reading and mathematics P.

Specifically, federal funding is now dependent on schools making adequate progress in reading and mathematics. No Child Left Behind requires all public schools receiving federal funding to administer statewide standardized annual tests for all students. Schools that receive Title I funding through the Elementary and Secondary Education Act of must make adequate yearly progress in test scores e.

If required improvements are not made, schools are penalized through decreased funding. If a school produces poor results for 2 consecutive years, improvement plans must be developed for the school. If a school does not make adequate progress for 5 consecutive years, a full restructuring of the school is mandated. In response to the act, schools have devoted more time in the school day to instruction in reading and mathematics.

Unfortunately, 44 percent of school administrators reported that these increases in instructional time for reading and mathematics were achieved at the expense of time devoted to physical education, recess, art, music, and other subjects Center on Education Policy, , see Table The emphasis on high-stakes testing and pressure for academic achievement in the core subjects has had unintended consequences for other subjects throughout the school day.

As discussed earlier, however, no evidence suggests that physical education and physical activity have a negative effect on student achievement or academic outcomes CDC, On the contrary, positive academic-related outcomes e. The Center on Education Policy conducted an analysis of — survey data from school districts on the amount of time devoted to specific subjects to determine the impact of the No Child Left Behind Act.

Shifts in instructional time toward English language arts and mathematics and away from other subjects were relatively large in a majority of school districts that made these types of changes. A higher proportion of urban districts 76 percent than rural districts 54 percent reported such increases. Districts that also reduced instructional time in other subjects reported total reductions of 32 percent, on average. Eight of 10 districts that reported increasing time for English language arts did so by at least 75 minutes per week, and more than half 54 percent did so by minutes or more per week.

Among districts that reported adding time for mathematics, 63 percent added at least 75 minutes per week, and 19 percent added minutes or more per week. Most districts that increased time for English language arts or mathematics also reported substantial cuts in time for other subjects or periods, including social studies, science, art and music, physical education, recess, and lunch.

Among the districts that reported both increasing time for English language arts or mathematics and reducing time in other subjects, 72 percent indicated that they reduced the time for one or more of these other subjects by a total of at least 75 minutes per week. For example, more than half 53 percent of these districts cut instructional time by at least 75 minutes per week in social studies, and the same percentage 53 percent cut time by at least 75 minutes per week in science Center on Education Policy, Districts that reported an increase in instructional time for elementary school English language arts spent an average of minutes per week on this subject before No Child Left Behind was enacted.

After the act became law, they spent minutes per week. The average increase for English language arts was minutes per week, or a 47 percent increase over the level prior to the act Center on Education Policy, ; see district survey items 18 and 19 in Table ITA. Table shows the specific amounts of time cut from various subjects in districts that reported decreases. For example, 51 percent of districts with a school in need of improvement reported decreased time in social studies, compared with 31 percent of districts with no school in need of improvement Center on Education Policy, The Shape of the Nation Report includes documentation of the multiple reasons students may be exempt from physical education classes.

Thirty-three states permit school districts or schools to allow students to substitute other activities for physical education. Although it would seem reasonable that some substitution programs such as JROTC or cheerleading might accrue physical activity comparable to that from physical education, these programs do not necessarily offer students opportunities to learn the knowledge and skills needed for lifelong participation in health-enhancing physical activities.

No evidence currently exists showing that students receive any portion of the recommended 60 minutes or more of vigorous- or moderate-intensity physical activity through substituted activities sanctioned by their schools. Barriers other than the policies detailed above hinder efforts to improve and maintain high-quality physical education. This section reviews these barriers, along with some solutions for overcoming them. Morgan and Hanson classify barriers that hinder schools from implementing quality physical education programs as either institutional outside the teacher's control or teacher related arising from teacher behavior.

Table lists institutional and teacher-related as well as student-related barriers identified by various authors. Dwyer and colleagues examined Toronto teachers' perspectives on why children were not engaged in daily physical education. They identified three categories of barriers: Jenkinson and Benson surveyed secondary school physical education teachers in Victoria, Australia, and asked them to rank order the barriers they perceived to providing quality physical education.

The results are shown in Table The institutional barriers listed in this table are similar to those identified for U. Jenkinson and Benson also presented teachers with a list of barriers to student participation in physical education and physical activity in three categories: The teachers were asked to rank the top five barriers they perceived.

Results are presented in Table Finally, Gallo and colleagues found that the greatest process barriers to assessing students in physical education were grading students on skill levels and abilities; time constraints; class size; and record keeping, especially when assessing students on skills, cognitive knowledge, and fitness. Two key barriers to physical education identified in the studies summarized above are staffing and funding. These barriers reflect a lack of support structure in schools for quality physical education. As noted earlier in this chapter, physical education is short staffed.

State mandates have placed pressure on schools to preserve instructional resources for the high-stakes tested core subject areas at the expense of non-core subjects. For example, when a state mandates a maximum class size of 20 students per teacher in all core subjects, with noncompliance resulting in some form of penalty, an elementary school with an average of 25 students per teacher is forced to hire additional teachers in these subjects to meet the state mandate.

Consequently, the school must shrink its teaching force in noncore subjects, such as physical education, to balance its budget. If noncore classes are to be preserved, their class sizes must increase, with fewer teachers serving more students. As a result, it becomes difficult to implement a quality program, and physical education teachers perceive their programs as being undervalued.

School-Based Physical Education and Sports Programs GAO, , school officials cite budget cuts and inadequate facilities as major challenges to providing physical education opportunities for students. Budget cuts have affected schools' ability to hire physical education teachers, maintain appropriate class sizes, and purchase sufficient equipment.

As noted earlier, lack of equipment and limited access to facilities are cited as top barriers in the study by Jenkinson and Benson see Tables and Students disengaged as a result of such practices may prefer sedentary activities to more active lifestyles. For many adolescents who have few opportunities to be active outside of the school day, quality physical education becomes the only option for physical activity. For students in large urban communities, physical education classes serve as a safe environment in which to be physically active under adult supervision in a structured environment.

For students with disabilities in particular, physical education classes are one of the only outlets for physical activity. For these reasons, it is crucial to overcome the above barriers to quality physical education. Some school districts have found ways to do so and provide robust physical education programs.

The barrier of limited time during the school day can be overcome through creative scheduling that makes use of every minute of the day in a constructive manner. For example, Miami-Dade County Public Schools is the fourth largest school district in the United States, in a large urban minority-majority community with large budgetary shortfalls and attention in schools being diverted to academic requirements. Yet the district has always had daily physical education in its elementary schools taught by a certified physical education teacher.

This is accomplished by scheduling physical education during the classroom teacher's planning time. In addition, students receive school board—mandated recess for either 20 minutes two times per week or 15 minutes three times per week. Figures and show examples of elementary school teacher schedules that demonstrate how minutes of time for physical education can be incorporated successfully into any master schedule.

Example of a schedule demonstrating time for minutes per week of physical education. Sample is taken from a teacher schedule in a traditional elementary school. Other positive examples, identified in the report Physical Education Matters San Diego State University, , include successful case studies from low-resource California schools. The report acknowledges, however, that advancing such opportunities will require policy changes at the state, district, and local levels.

These changes include securing grant funds with which to implement high-tech physical education wellness centers, staff commitment to professional development, administrative support, physical education being made a priority, community support, use of certified physical education teachers, and district support. Identifying the need to reform physical education guided by evidence-based findings, the report concludes that 1 curriculum matters, 2 class size matters, 3 qualified teachers matter, 4 professional development matters, and 5 physical environment matters. If programs are to excel and students are to achieve, delivery of the curriculum must be activity based; class sizes must be commensurate with those for other subject areas; highly qualified physical education specialists, as opposed to classroom teachers, must be hired to deliver instruction; professional development in activity-focused physical education must be delivered; and school physical education facilities, such as playing fields and indoor gym space and equipment, must be available.

A separate report, Physical Education Matters: Success Stories from California Low Resource Schools That Have Achieved Excellent Physical Education Programs San Diego State University, , notes that when funding from a variety of grant resources, including federal funding, became available, schools were able to transition to high-quality programs using innovative instructional strategies. Those strategies included wellness centers and active gaming, which engaged students in becoming more physically active.

Administrative support was found to be a key factor in turning programs around, along with staff commitment and professional development. Having certified physical education teachers and making physical education a priority in the schools were other key factors. External factors further strengthened programs, including having school district support, having a physical education coordinator, and using state standards to provide accountability. Additional ways to overcome the barriers to quality physical education include scheduling time for physical education, ensuring reasonable class size, providing nontraditional physical education activities, making classes more active and fun for all students, and acknowledging the importance of role modeling and personal investment and involvement in participation in physical activity among staff.

Still another way to overcome the barriers to quality physical education is to assist administrative decision makers and policy makers in understanding the correlation between physical education and academic achievement see Chapter 4. The report Active Education: Schools can provide outstanding learning environments while improving children's health through physical education.

Physical education is a formal content area of study in schools, it is standards based, and it encompasses assessment according to standards and benchmarks. Select curriculum-based physical education programs have been described in this chapter to show the potential of high-quality physical education in developing children into active adults. Such models provide the only opportunity for all school-age children to access health-enhancing physical activities. Curriculum models for physical education programs include movement education, which emphasizes the importance of fundamental motor skills competence as a prerequisite for engagement in physical activity throughout the life span; sport education, which emphasizes helping students become skillful players in lifetime sports of their choosing; and fitness education, which imparts physical fitness concepts to students, including the benefits and scientific principles of exercise, with the goal of developing and maintaining individual fitness and positive lifestyle change.

The emergence of a technology-focused fitness education curriculum and the new Presidential Youth Fitness Program offer further motivational opportunities for students to engage in lifelong physical activities. Because quality physical education programs are standards based and assessed, they are characterized by 1 instruction by certified physical education teachers, 2 a minimum of minutes per week for elementary schools and minutes per week for middle and high schools, and 3 tangible standards for student achievement and for high school graduation.

Quality professional development programs are an essential component for both novice and veteran teachers to ensure the continued delivery of quality physical education. Since passage of the No Child Left Behind Act in , several studies and reports have identified a decline in physical education resulting from the shifting of time to academic subjects.

Because physical education is not a high-stakes tested content area, the implementation of supportive policies often is hindered by other education priorities. Although the above analysis indicates that 30 states In addition, an unintended consequence of the No Child Left Behind Act has been disparities in access to physical education and physical activity opportunities during the school day for Hispanic students and those of lower socioeconomic status. In high school, relying on students to elect physical education after meeting the minimum required credit hours one credit in all states but one appears to be unfruitful.

Strengthening of school physical education has received support from the public, health agencies, and parents. Parents recently surveyed expressed favorable views of physical education. Additionally, many public and private organizations have proposed initiatives aimed at developing a comprehensive school-based strategy centered on curriculum physical education.

As the largest institution where children spend more than half of their waking hours on school days, schools can play a pivotal role in increasing students' physical activity levels by providing access for all to quality physical education, along with physical activities throughout the school environment, the subject of Chapter 7.

Available online at http: Turn recording back on. National Center for Biotechnology Information , U. Key Messages Because it is guaranteed to reach virtually all children, physical education is the only sure opportunity for nearly all school-age children to access health-enhancing physical activities. High-quality physical education programs are characterized by 1 instruction by certified physical education teachers, 2 a minimum of minutes per week 30 minutes per day for children in elementary schools and minutes per week 45 minutes per day for students in middle and high schools, and 3 tangible standards for student achievement and for high school graduation.

Quality physical education has strong support from both parents and child health professional organizations. Several models and examples demonstrate that physical education scheduled during the school day is feasible on a daily basis. Substantial discrepancies exist in state mandates regarding the time allocated for physical education. Nearly half of school administrators 44 percent reported cutting significant time from physical education and recess to increase time spent in reading and mathematics since passage of the No Child Left Behind Act.

Standardized national-level data on the provision of and participation, performance, and extent of engagement in vigorous- or moderate-intensity physical activity are insufficient to allow assessment of the current status and trends in physical education in the United States. Systematic research is needed on personal, curricular, and policy barriers to successful physical education. The long-term impact of physical education has been understudied and should be a research priority to support the development of evidence-based policies.

Physical Education as Part of Education In institutionalized education, the main goal has been developing children's cognitive capacity in the sense of learning knowledge in academic disciplines. Curriculum Models Given that curricula are determined at the local level in the United States, encompassing national standards, state standards, and state-adopted textbooks that meet and are aligned with the standards, physical education is taught in many different forms and structures. Movement Education Movement has been a cornerstone of physical education since the s.

Sport Education One prevalent physical education model is the sport education curriculum designed by Daryl Siedentop Siedentop, ; Siedentop et al. Fitness Education Instead of focusing exclusively on having children move constantly to log activity time, a new curricular approach emphasizes teaching them the science behind why they need to be physically active in their lives.

Other Innovative Programs While several evidence-based physical education programs—such as the Coordinated Approach to Child Health CATCH and Sports, Play, and Active Recreation for Kids SPARK —are being implemented in schools, many innovative programs also have been implemented nationwide that are motivating and contribute to skills attainment while engaging youth in activities that are fun and fitness oriented. Differences Among Elementary, Middle, and High Schools Instructional opportunities vary within and among school levels as a result of discrepancies in state policy mandates.

Children in Nontraditional Schools Research on physical education, physical activity, and sports opportunities in nontraditional school settings charter schools, home schools, and correctional facilities is extremely limited. Fitness Assessment All states except Iowa have adopted state standards for physical education.

Online Physical Education Online physical education is a growing trend. Scheduling Decisions Lesson scheduling is commonly at the discretion of school principals in the United States. National Standards Because physical education is part of the curriculum in schools, its quality should be judged only by whether and to what extent children have learned and benefited from it.

Certified Physical Education Specialists as the Main Teaching Force If standards are the gauge for quality, teachers make the difference in a particular school in terms of the extent to which students can achieve the standards. Professional Development In all educational settings, professional development for teachers and administrators is a continuous process of acquiring new knowledge and skills that relate to an educator's profession or academic subject area, job responsibilities, or work environment.

When professional learning is standards based, it has greater potential to change what educators know, are able to do, and believe. When educators' knowledge, skills, and dispositions change, they have a broader repertoire of effective strategies to use in adapting their practices to meet performance expectations and students' learning needs. Professional learning standards provide a foundation on which to design professional learning experiences at the district or school level that will assist educators in acquiring the necessary knowledge, skills, and tools.

Analysis of State Statutes and Administrative Codes In the United States, school policies on curriculum and school-based activities are determined by local education agencies according to state laws governing educational activities. Policies That Support Physical Education In addition to policies that directly require offering physical education in schools, other policies support physical education opportunities in schools. Policies That Hinder Physical Education Some policies have contributed to the substantial reduction in the opportunities for school-age children to be physically active, such as by shortening or eliminating physical education classes.

No Child Left Behind Act The No Child Left Behind Act of requires that states develop assessment and accountability measures to verify performance improvements in the subject areas of reading and mathematics P. Exemptions from Physical Education Requirements The Shape of the Nation Report includes documentation of the multiple reasons students may be exempt from physical education classes. Barriers Morgan and Hanson classify barriers that hinder schools from implementing quality physical education programs as either institutional outside the teacher's control or teacher related arising from teacher behavior.

Staffing As noted earlier in this chapter, physical education is short staffed. Solutions for Overcoming the Barriers For many adolescents who have few opportunities to be active outside of the school day, quality physical education becomes the only option for physical activity. SUMMARY Physical education is a formal content area of study in schools, it is standards based, and it encompasses assessment according to standards and benchmarks.

A majority of parents 54—84 percent believe that physical education is at least as important as other academic subjects CDC, Ninety-one percent believe that there should be more physical education in schools Harvard School of Public Health, Seventy-six percent think that more school physical education could help control or prevent childhood obesity NASPE, a. Ninety-five percent believe that regular daily physical activity helps children do better academically and should be a part of the school curriculum for all students in grades K NASPE, Let's move in school.

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Ministerial foreword

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