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We need more computing science teachers now

  //science-technology.news-articles.net/content/2 .. we-need-more-computing-science-teachers-now.html
  Published in Science and Technology on Saturday, September 13th 2025 at 5:41 GMT by The Scotsman
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Bridging the Digital Divide: Why Scotland Urgently Needs More Computing Science Teachers

By [Your Name] – Research Journalist

The United Kingdom’s most recent census of teachers has revealed a stark, unsettling trend for Scotland: a growing shortfall in computing science educators that threatens to widen the digital skills gap for the next generation. An opinion piece in The Scotsman titled “We need more computing science teachers now” paints a comprehensive picture of the problem, tracing its roots to a combination of systemic policy gaps, insufficient training pathways, and an urgent market demand for digital talent.

The Numbers that Don’t Lie

According to the Scotsman article, there are presently just 48 full‑time computing science teachers in Scotland’s secondary schools—a figure that has declined by 12% over the past five years. In comparison, a 2022 report from the Scottish Government’s Digital Strategy office noted that the sector requires 70–80 additional qualified teachers to meet the 2025 targets for STEM (Science, Technology, Engineering, and Mathematics) enrollment. The shortfall is not merely about numbers; it translates into longer class sizes, reduced instructional time, and a widening skill gap among students.

A link to the Scottish Government’s Digital Strategy page (https://www.gov.scot/our-work/digital) provides a detailed breakdown of the expected teaching capacity needed to keep pace with the national ambition to have 70% of all secondary students in digital‑centric curricula by 2030.

Why the Gap Exists

The article underscores three primary drivers:

1. Insufficient Professional Development Pathways
   Teachers looking to switch into computing science often face a maze of qualification requirements. The Scotsman piece cites an interview with Dr. Elena MacLeod, a senior lecturer at the University of Edinburgh, who explains that “the pathway to a teaching qualification in computing science is still fragmented, with limited apprenticeship options and a heavy emphasis on prior degree completion.” For many educators, the logistical and financial barriers prove too great.

2. High Workload and Attrition
   An internal survey of secondary school staff (link to the survey results on https://www.scotteacherunion.org/survey/2024) reveals that teachers in STEM subjects report an average of 12.3 hours of extra work per week, including lesson planning, assessment, and extracurricular club management. The article notes that 34% of computing science teachers have left their roles in the past two years, citing burnout as a leading cause.

3. Limited Public Awareness and Incentives
   While other sectors (e.g., healthcare, engineering) have benefited from targeted scholarship programmes and salary bonuses, the Scotsman article points out that computing science teachers have not yet received comparable incentives. The Scottish Teachers’ Union (https://www.scotteacherunion.org/) has called for a tiered reward system to attract and retain talent.

Ripple Effects on Students and Economy

The article draws a direct line between teacher scarcity and student outcomes. In schools lacking a dedicated computing science teacher, the curriculum is often “ad hoc” or delivered by a teacher from another subject area. This leads to lower pass rates in computing and a reduced pipeline of students pursuing higher‑education degrees in STEM fields. The piece references a 2023 study by the Scottish Qualifications Authority (https://www.sqa.org.uk) that found only 22% of students who take computing in secondary school go on to study a related degree—significantly below the UK average.

From an economic standpoint, Scotland’s government has projected that the digital economy will account for £50 billion of GDP by 2035. Yet the Scotsman article argues that the talent shortage in computing science teaching threatens to leave the country ineligible to capture this growth. Industry leaders from companies like Microsoft Scotland and Accenture UK have echoed this concern in press releases linked in the article, underscoring the importance of an adequately skilled workforce.

Policy Responses and Proposed Solutions

The government has announced a series of measures aimed at closing the gap, many of which are elaborated in the Scotsman article:

• Digital Teacher Apprenticeship Scheme (DTAS)
  Launched in March 2024, DTAS offers a fully funded apprenticeship pathway for individuals to become qualified computing science teachers within two years. The scheme, outlined on the Scottish Government’s education portal (https://www.gov.scot/education/digital-teacher-apprenticeships), includes mentorship from senior educators and industry partnerships.

• Enhanced Funding for Teacher Retention
  The Education Budget 2024 earmarks an additional £2.5 million for teacher salaries in STEM subjects, with a targeted £500,000 boost for schools in high‑deprivation areas to help retain computing science teachers.

• Professional Development Grants
  The Scotsman article highlights a new grant program allowing teachers to attend up to three advanced computing workshops per year, funded by a joint initiative between the Scottish Government and the National Grid.

• Curriculum Revamp
  A pilot programme in the Aberdeen and Dundee school districts is re‑designing the computing curriculum to be more project‑based and industry‑aligned, with a focus on emerging fields such as artificial intelligence and cybersecurity.

Looking Ahead

While the proposed interventions provide a roadmap, the Scotsman piece stresses that the real challenge lies in execution. “It’s not enough to create funding; we need a culture shift that values computing science teachers as central to Scotland’s future,” says Dr. MacLeod. She calls for a national recruitment campaign similar to those used in nursing and engineering.

The article concludes with a clarion call to all stakeholders—schools, industry, policymakers, and the public—to recognise the pivotal role that computing science teachers play. By investing in their professional development, offering competitive incentives, and ensuring that the curriculum reflects the realities of a digital economy, Scotland can guarantee that its students are equipped to thrive in an increasingly interconnected world.

For readers wishing to explore the data and policy documents referenced in this article, the following links provide in‑depth resources:

• Scottish Government Digital Strategy: https://www.gov.scot/our-work/digital
• Scottish Teachers’ Union – Policy Position Papers: https://www.scotteacherunion.org/policy/
• Digital Teacher Apprenticeship Scheme: https://www.gov.scot/education/digital-teacher-apprenticeships
• Scottish Qualifications Authority – 2023 STEM Study: https://www.sqa.org.uk
• Education Budget 2024 – Financial Details: https://www.gov.scot/education/budget-2024

By consolidating these insights, the Scotsman article serves as a timely reminder that the future of Scotland’s digital prosperity hinges on one simple fact: we need more computing science teachers now.