00:00 I get very frustrated when you employers
00:03
00:03 talk about they’re not work ready. It’s
00:06
00:06 like no, they’re not work ready.
00:08
00:08 However, they’ve have got massive of
00:11
00:11 potentials.
00:12
00:12 >> What no one seems to be denying is um as
00:14
00:14 they enter the workforce, young people
00:16
00:16 will need to be fluent with technology,
00:19
00:19 but we can’t quite make up uh our minds
00:21
00:21 in my view um how they learn what, from
00:25
00:25 whom, and when. You can’t walk into a
00:27
00:27 classroom and go, “Right, okay, you
00:29
00:29 know, 3B, we’re going to do confidence
00:32
00:32 today, right? Okay, that’s it.
00:34
00:34 Confidence done.” It’s not like that. He
00:36
00:36 says that teen tech made him realize he
00:39
00:39 wasn’t stupid.
00:42
00:42 Hello and welcome to Tomorrow, the
00:45
00:45 Future Forum podcast. I’m Ollie Barrett,
00:48
00:48 and at Future Forum, we’re all about
00:50
00:50 bringing people together from very
00:52
00:52 different worlds to shape the future
00:54
00:54 together. Well, our guest today is for
00:57
00:57 millions of people inextricably linked
00:60
00:60 with the future. For over a decade,
01:03
01:03 Maggie Philbin hosted, presented
01:06
01:06 Tomorrow’s World, helping us to imagine
01:09
01:09 as a nation and globally, what comes
01:12
01:12 next? And she didn’t stop there. She
01:14
01:14 went on to found a phenomenal charity,
01:16
01:16 Teen Tech, which has for thousands and
01:19
01:19 thousands of young people helped equip
01:21
01:21 them with the skills they need to
01:23
01:23 thrive. It is a very great pleasure
01:25
01:25 indeed to say Maggie Philbin, welcome to
01:27
01:27 tomorrow.
01:28
01:28 >> It’s lovely to be here.
01:29
01:29 >> Thank you so much for making time. Uh
01:31
01:31 huge fan of teen tech. We’re going to
01:33
01:33 talk all about that. But first, we ask
01:36
01:36 all our guests on tomorrow to give us a
01:37
01:37 glimpse of the future.
01:40
01:40 >> Yeah. Um, I was thinking about this and
01:42
01:42 you know back in the day on tomorrow’s
01:44
01:44 world we had a phrase that was used very
01:47
01:47 frequently which was in 10 years time
01:50
01:50 and that was a good get out because in
01:51
01:51 10 years time either it will have
01:53
01:53 happened or you will have forgotten that
01:56
01:56 I ever said it. So it’s interesting when
01:59
01:59 you’re asked about what you know what
02:02
02:02 might happen in the next 5 to 10 years.
02:04
02:04 Obviously, as we know, tech is moving a
02:08
02:08 pace, but I think and I hope that some
02:12
02:12 of the most significant changes will be
02:16
02:16 made in
02:18
02:18 ethics, um, access, um, and regulation
02:23
02:23 because we can see the potential of
02:28
02:28 things like AI, but at the moment it
02:32
02:32 seems to be very much in the hands of a
02:36
02:36 few people managing all of this and I
02:40
02:40 think we all need to ask ourselves where
02:42
02:42 do we want that power to lie
02:45
02:45 >> right it’s fascinating that that’s where
02:47
02:47 you’ve gone with your answer because
02:48
02:48 presumably and I’m not in the land of
02:51
02:51 television but very often it’s tempting
02:52
02:52 to say what would we film what would we
02:54
02:54 show so some of these most important
02:56
02:56 issues don’t actually get covered
02:58
02:58 presumably and you mentioned
03:00
03:00 >> ethics you mentioned access as well and
03:02
03:02 we’re going to talk uh more about about
03:04
03:04 that. Let’s turn the clock back a bit
03:06
03:06 though. So tomorrow as we’re
03:07
03:07 broadcasting to millions of people live
03:09
03:09 >> live [laughter] very important
03:11
03:11 >> 30 minutes up on the tight rope. Um if I
03:15
03:15 asked you to think of something that you
03:18
03:18 said it’s coming but it but it really
03:20
03:20 never did come. Is there anything your
03:22
03:22 mind goes back to?
03:23
03:23 >> Well it’s quite interesting. I uh when
03:26
03:26 when you look back at what tomorrow’s
03:28
03:28 world uh predicted uh I think in the
03:32
03:32 main we kind of got the direction of
03:34
03:34 travel bang on we were very good about
03:37
03:37 where things are going to go but uh in
03:40
03:40 fairness we were talking to many many
03:42
03:42 people you know from people working in
03:45
03:45 universities companies etc etc um so the
03:48
03:48 direction of travel I think we were
03:50
03:50 pretty good on but sometimes the detail
03:52
03:52 wasn’t quite there and so an example
03:55
03:55 might be uh I think it was Judith who
03:59
03:59 did an item saying one day you will have
04:02
04:02 a computer in your pocket. Now all of us
04:07
04:07 at the time were thinking
04:09
04:09 >> big pocket.
04:10
04:10 >> What will that be like? You know uh and
04:12
04:12 of course we do have computers in our
04:14
04:14 that’s a mobile phone. So that
04:16
04:16 [laughter]
04:17
04:17 and then I can remember doing things on
04:20
04:20 car navigation systems and uh the
04:24
04:24 missing piece of the jigsaw were was sat
04:27
04:27 being able to use satellite technology
04:30
04:30 and and I can remember sitting in this
04:32
04:32 car with this massive um screen in front
04:35
04:35 of me, you know, and it took forever to
04:38
04:38 punch in, you know, an addressing
04:41
04:41 Cranfield or somewhere and thinking,
04:44
04:44 well, what is wrong with a map? You
04:47
04:47 know, why wouldn’t you just look at a
04:48
04:48 map? Um, but obviously the when all of
04:53
04:53 the pieces of the jigsaw came together
04:55
04:55 and I think that’s when I look back on
04:58
04:58 tomorrow’s world, I think that is
04:59
04:59 something that’s good to reflect on is
05:02
05:02 that sometimes things do take very much
05:05
05:05 longer to come to fruition than anyone
05:08
05:08 imagines. And it is because there’s a
05:10
05:10 missing piece of the jigsaw somewhere.
05:12
05:12 Well, and very often even by putting out
05:15
05:15 uh some of those pieces of the jigsaw
05:16
05:16 that can smoke out certain other
05:18
05:18 innovators to say I might have the piece
05:20
05:20 that you’re looking for. So, it’s unfair
05:22
05:22 to ask you to pick one in this case, but
05:24
05:24 you mentioned certain innovations. You
05:26
05:26 thought, okay, well, we’ll see. This is
05:27
05:27 clearly coming. Do we need it? Do we
05:28
05:28 not? Was there a moment where you
05:30
05:30 thought, okay, a I’m feeling uplifted by
05:33
05:33 this, but I can also see how this is
05:35
05:35 going to improve our lives as a glimpse
05:37
05:37 of that part of the future. [laughter]
05:39
05:39 Well, I tell you something, and this was
05:41
05:41 um me just thinking very selfishly,
05:43
05:43 quite frankly, uh uh while I was doing
05:46
05:46 Tomorrow’s World, for the majority of
05:47
05:47 the time, I lived 70 miles outside
05:51
05:51 London in this tiny little village. And
05:54
05:54 every day I would hop on the train, come
05:56
05:56 into London, you know, to work. And
05:59
05:59 frequently I’d find myself sitting in
06:01
06:01 the office and reading newspapers and
06:03
06:03 stuff like that, finding items and
06:05
06:05 quietly thinking, I could be doing this
06:07
06:07 at home. But being in the office every
06:09
06:09 day was very important. And then I did
06:14
06:14 this demonstration with this amazing
06:16
06:16 machine where you could put uh you know
06:19
06:19 you could put maps into it. You could
06:21
06:21 put any kind of you know scripts into it
06:24
06:24 and then press a few buttons and then in
06:28
06:28 your home it would the scripts would
06:31
06:31 come through the fax machine. [laughter]
06:33
06:33 I thought
06:34
06:34 >> that’s our first ever
06:35
06:35 >> and immediately I thought this is going
06:38
06:38 to turn my life round [laughter]
06:41
06:41 >> and and in a way and for a time it
06:42
06:42 probably did. So let’s fast forward. Um
06:46
06:46 could easily have rested on your laurels
06:48
06:48 could have continued doing all sorts of
06:49
06:49 different things. You made a very
06:51
06:51 specific decision to set up what has
06:54
06:54 become a hugely impactful organization
06:57
06:57 team tech. What was the seed that made
06:58
06:58 you think this is what I’ve got to do?
06:60
07:00 >> Well, I’ll be absolutely honest. At the
07:01
07:01 time I didn’t realize I was setting
07:03
07:03 anything up. I thought I was running one
07:06
07:06 event in Reading. Uh but it what was
07:10
07:10 lovely about it was that it totally it
07:12
07:12 grew legs and I I always described Team
07:15
07:15 Tech as being a grassroots organization
07:18
07:18 but with tackling global issues. So
07:23
07:23 that’s how it began.
07:24
07:24 >> And even for that one event, what was
07:26
07:26 the why?
07:27
07:27 >> The why I tell you what it was. I I was
07:29
07:29 I get asked to do a lot of conferences
07:32
07:32 and a a lot of those conferences still
07:37
07:37 today it would be the theme you know why
07:40
07:40 are there not more women working in
07:42
07:42 engineering um what you know what is it
07:44
07:44 that we have to do you know these are
07:47
07:47 exciting careers of the future all of
07:49
07:49 that kind of stuff and for this one
07:52
07:52 conference I said to the organizers
07:55
07:55 can I just go and talk to some young
07:58
07:58 people. Why don’t we just go film them?
08:02
08:02 Because it I’m not saying they will say
08:04
08:04 anything you don’t know, but I just
08:06
08:06 think it would be much more powerful to
08:07
08:07 hear from them. So that’s what I did. I
08:09
08:09 went into a school. I they it was a
08:13
08:13 school that they I knew the head
08:16
08:16 teacher. They trusted me and I said,
08:17
08:17 “Please don’t brief the kids.” And so we
08:21
08:21 pulled these young people out like one
08:24
08:24 at a time. My first question was, can
08:26
08:26 you name any contemporary person working
08:29
08:29 in science and tech?
08:31
08:31 >> And the with no word of a lie, the only
08:34
08:34 person had these young people sitting
08:36
08:36 there going,
08:39
08:39 Einstein.
08:41
08:41 Um, and then there was one kid who said,
08:44
08:44 I’ I’ve still got the video,
08:46
08:46 Charles Cabbage, you know, [laughter]
08:50
08:50 >> brilliant. Almost there,
08:51
08:51 >> you know. Um but you know so on the one
08:53
08:53 hand they did that and then while I was
08:55
08:55 doing all these one-on-one interviews I
08:57
08:57 just said the olymp we just heard I
09:00
09:00 think um this was 2007 we just heard
09:03
09:03 that we got the Olympic games and the
09:05
09:05 rest of the class I said just think
09:06
09:06 about how technology could improve the
09:09
09:09 experience of the Olympic games and the
09:12
09:12 ideas they had were astonishing.
09:15
09:15 So on the one hand you had the you know
09:18
09:18 the these children not being able to
09:20
09:20 think of anyone who worked in tech.
09:22
09:22 There was one kid and at the time and he
09:25
09:25 said
09:27
09:27 the thing is you never see engineers and
09:31
09:31 scientists on television
09:34
09:34 even footballers appear on ads.
09:36
09:36 [laughter]
09:37
09:37 Well, there’s two things there as well,
09:39
09:39 Maggie, which is a the number of sports
09:41
09:41 people that they probably could have
09:42
09:42 named,
09:43
09:43 >> obviously. Um, but also that idea that
09:46
09:46 what you’re firing up there isn’t some
09:49
09:49 prototyping exercise in a lab. It’s
09:51
09:51 their imagination.
09:52
09:52 >> Yeah.
09:52
09:52 >> Getting them to think and talk.
09:53
09:53 >> Yeah. Absolutely. And you know, and and
09:57
09:57 it’s been my mantra uh is there is so
10:00
10:00 much potential which sits in classrooms.
10:03
10:03 I get very frustrated when you employers
10:06
10:06 talk about they’re not work ready. It’s
10:08
10:08 like no, they’re not work ready.
10:10
10:10 However, they’ve have got massive of
10:13
10:13 potential. So maybe what you need to do
10:15
10:15 is to sharpen up the way you plan um
10:20
10:20 early careers in your in your companies
10:23
10:23 >> and and show up and meet them halfway
10:25
10:25 >> and absolutely be there. Be there early
10:28
10:28 and understand that. Again, the other
10:31
10:31 thing that drives me nuts is, you know,
10:33
10:33 that people imagine, you know, the
10:36
10:36 default is often I will go into a school
10:38
10:38 and I will do an inspiring talk.
10:42
10:42 >> And there was a at the time when we did
10:44
10:44 teen tag, when we were first doing it,
10:45
10:45 there was a a professor and she she said
10:48
10:48 something really interesting always
10:49
10:49 remain with me. She said, “The thing
10:51
10:51 about inspiring talks is if a young
10:55
10:55 person is already thinking, oh,
10:59
10:59 there’s all sorts of careers in digital
11:00
11:00 or whatever, then your talk might help
11:04
11:04 move them on,
11:06
11:06 >> but it won’t do anything for the
11:08
11:08 floating voters.” And that term always
11:11
11:11 remained with me. And I thought, “No,
11:13
11:13 it’s absolutely right. You’ve got to and
11:16
11:16 that’s what team does is we start where
11:18
11:18 the kids are we work with them and also
11:22
11:22 we work with them for a long time not a
11:25
11:25 one-off you know oneoff
11:28
11:28 >> and this is what I’ve noticed so this is
11:30
11:30 I would say 18 years how many years
11:32
11:32 >> 18 years
11:33
11:33 >> 18 years so from the one-off event in
11:35
11:35 reading becoming much more um
11:39
11:39 programmatic in in in in a very positive
11:41
11:41 sense um I want to hear more about how
11:45
11:45 how team tech has evolved, but maybe
11:47
11:47 through the eyes of someone who’s taken
11:49
11:49 part. It’s very unfair to pick on you to
11:51
11:51 say one story. Just help us help us
11:53
11:53 imagine it.
11:54
11:54 >> Well, what what what what’s really
11:56
11:56 lovely and obviously because we’ve done
11:57
11:57 this for quite a long time now. And
11:59
11:59 incidentally, we gathered data from the
12:01
12:01 get-go. So, we measured impact, not
12:04
12:04 whether or not you enjoyed the day, but
12:06
12:06 what might have changed. Yeah.
12:08
12:08 >> Um I want to hear the stories about
12:10
12:10 people, but what would you be measuring?
12:12
12:12 Because this is really interesting about
12:13
12:13 how you baseline that. What do you
12:14
12:14 measure?
12:15
12:15 >> Yeah. So we we measure we measure how
12:18
12:18 they might feel about careers in tech.
12:20
12:20 We measure about what they might think.
12:22
12:22 Like at the moment we’re collecting data
12:24
12:24 on their what they’ve the extent which
12:27
12:27 they feel AI might change the careers
12:31
12:31 that they would like to do in the
12:33
12:33 future. So we just always gather this um
12:35
12:35 data. And the thing about it is that
12:38
12:38 it’s often surprising. One of the
12:40
12:40 questions we’ve been asking was imagine
12:44
12:44 you are the local council.
12:46
12:46 There’s all sorts of things that the the
12:49
12:49 councils have to decide about what they
12:51
12:51 might want to spend money on, you know.
12:53
12:53 Um and we give them a list of about
12:56
12:56 seven or eight things. We say right the
12:58
12:58 thing is you can only spend your money
12:60
12:60 on one thing. What do you think is top?
13:03
13:03 Crime prevention.
13:04
13:04 >> Is it
13:05
13:05 >> consistently
13:07
13:07 crime prevention? The first time we did
13:09
13:09 it, we did that in Doncaster and someone
13:11
13:11 from Doncaster Council was standing next
13:13
13:13 to me and he was like, “Show up and take
13:15
13:15 a breath.” But then when you think about
13:17
13:17 it for 30 seconds, of course, you know,
13:20
13:20 when I went to school, all I got in my
13:22
13:22 bag was a moldy old apple and a French
13:24
13:24 book. Nobody wants that. Yeah.
13:26
13:26 >> But now they’ve got devices and either
13:28
13:28 they’ve had them stolen or their mates
13:30
13:30 have.
13:31
13:31 >> Yeah. Gosh, that’s a sobering thought,
13:32
13:32 isn’t it? I I am fascinated what what
13:34
13:34 gets measured and attitudes because
13:36
13:36 actually in in the business world I mean
13:38
13:38 yes of course you will have some um
13:40
13:40 people who are sick and tired of talking
13:42
13:42 about AI but by and large people remain
13:45
13:45 pretty giddy about its potential and yet
13:48
13:48 when you hear how young people are
13:50
13:50 talking and thinking about it it’s very
13:51
13:51 often a much more anxious gloomy
13:53
13:53 picture.
13:54
13:54 >> Absolutely. We we’ve we’ve just done uh
13:56
13:56 and are doing it’s a continuing project
13:59
13:59 um on ethical innovation
14:02
14:02 and young people are very sharp on I
14:05
14:05 mean ethics in a really broad sense. So
14:08
14:08 if you’ve got uh a a product then is it
14:12
14:12 being priced so you are excluding
14:15
14:15 certain people from being able to use
14:16
14:16 this product because they can’t afford
14:18
14:18 it. Where is all where have all the
14:20
14:20 materials come from? what are the
14:22
14:22 conditions for for workers um etc et you
14:26
14:26 know that they sink in a very
14:28
14:28 >> big in a much bigger way
14:30
14:30 >> yeah and unless you’re having those
14:31
14:31 conversations that complet that
14:32
14:32 completely resonates unless you’re
14:34
14:34 having those conversations you can just
14:36
14:36 put them in a box and say they don’t
14:38
14:38 have any concept of this
14:39
14:39 >> so so walk us through teen techch from
14:41
14:41 the eyes of someone who’s taken part who
14:43
14:43 who would we see
14:44
14:44 >> we we work sort of face to face you know
14:47
14:47 without around about 15,000 young people
14:51
14:51 and every year and then many more
14:53
14:53 through online events and schools using
14:57
14:57 our resources. So, uh you know, a
14:60
14:60 student um and I’ll take one Beth um so
15:04
15:04 she
15:06
15:06 did um one of our programs when she was
15:09
15:09 9 years old
15:12
15:12 and really enjoyed it. And she said that
15:16
15:16 was her introduction to engineering as a
15:20
15:20 possibility.
15:21
15:21 >> And and forgive me interrupting. What
15:23
15:23 sort of thing would she have exper would
15:25
15:25 would this be at school?
15:26
15:26 >> Yeah. Yeah. Well, we have a um one of
15:29
15:29 our um projects is called City of
15:32
15:32 Tomorrow and it’s an it provides a
15:35
15:35 really easy access point for schools.
15:38
15:38 So, it’s a project you can take as far
15:40
15:40 as you want. It doesn’t it was aimed at
15:44
15:44 like the top years of primary that
15:46
15:46 particular project. So it didn’t depend
15:49
15:49 on the teacher having shed loads of
15:51
15:51 knowledge um about um science or
15:55
15:55 engineering because we work with
15:58
15:58 industry experts who provided that
16:01
16:01 insight and then the students developed
16:04
16:04 their own ideas and I I always remember
16:08
16:08 one of our um tech companies who were
16:11
16:11 listening to some of the student ideas
16:13
16:13 and they pitched up thinking oh nice
16:17
16:17 children, little be, you know, and after
16:20
16:20 about 30 minutes, they’re going, “Oh my
16:23
16:23 god, the ideas,
16:26
16:26 they’re just extraordinary.” And, you
16:28
16:28 know, so it’s about not underestimating.
16:31
16:31 So, that fired her up
16:33
16:33 >> at nine,
16:34
16:34 >> you know, at age nine. And then when she
16:36
16:36 went to secondary school, she wanted to
16:39
16:39 take part in teen tech. So she taught to
16:41
16:41 her teacher and then the teacher got
16:44
16:44 them involved in the teen tech award
16:47
16:47 program and she did the tee tech award
16:49
16:49 program. She did that for two or three
16:52
16:52 years. She then joined we have a we
16:55
16:55 we’ve always say from the get-go tee has
16:58
16:58 been built on what young people need. We
16:60
17:00 have a steering group. She joined our
17:03
17:03 steering group. She um took part in the
17:07
17:07 teen ethics program.
17:09
17:09 um and co-presented the team tech award.
17:13
17:13 So she was heavily involved and she has
17:16
17:16 just started an engineering course at
17:18
17:18 Birmingham University.
17:20
17:20 >> Amazing. So 10 years probably 10 years.
17:22
17:22 >> 10 years. Yeah.
17:23
17:23 >> Another element I’ve really admired
17:24
17:24 seeing how you’ve built team tech is how
17:26
17:26 the businesses engage as well. So
17:28
17:28 there’s mentoring and I would say to any
17:30
17:30 business thinking if that’s useful to
17:33
17:33 you of supporting they should absolutely
17:35
17:35 do it. Help us understand because
17:37
17:37 businesses want to be helpful.
17:39
17:39 But they don’t want to be on the wrong
17:40
17:40 side of overpromoting a product to the
17:43
17:43 wrong person at the wrong time. So how
17:44
17:44 do you help them tread a useful line?
17:46
17:46 >> Well, we work very carefully with them
17:49
17:49 and I what I would say to companies who
17:51
17:51 are um thinking of doing of working with
17:55
17:55 young people is it it’s always better to
17:58
17:58 collaborate rather than striking off on
18:01
18:01 your own. As you can imagine over 18
18:04
18:04 years, we made a lot of mistakes. We
18:06
18:06 have learned from them.
18:08
18:08 And so we’ve got programs which work and
18:12
18:12 also give volunteers opportunities that
18:15
18:15 they really enjoy because for some
18:17
18:17 volunteers working with teenagers is a
18:19
18:19 terrifying prospect and we make it easy
18:22
18:22 for them. You do need lots of people to
18:26
18:26 be able to work together to make change.
18:28
18:28 And that was also when we first started
18:31
18:31 teen tech. I collaboration. We
18:34
18:34 deliberately built our organization to
18:37
18:37 be collaborative. That’s how we do what
18:40
18:40 we do.
18:40
18:40 >> Yeah. And and how it’s continued to
18:42
18:42 thrive 18 years later. So it does feel a
18:44
18:44 little bit muggy like we’re wrestling
18:46
18:46 with this uh certainly in the UK at the
18:49
18:49 moment is how techy should our
18:52
18:52 children’s lives be techy my word uh how
18:55
18:55 techy should our classrooms be? Should
18:57
18:57 we be allowing under 16s to access
18:60
18:60 social media? We’re wrestling with this
19:02
19:02 [clears throat] because what no one
19:03
19:03 seems to be denying is um as they enter
19:06
19:06 the workforce, young people will need to
19:08
19:08 be fluent with technology. But we can’t
19:10
19:10 quite make up uh our minds in my view um
19:14
19:14 how they learn what from whom and when.
19:17
19:17 And I I don’t I’m not asking for the
19:18
19:18 golden answer but maybe some advice. I I
19:22
19:22 think that it’s very important to
19:27
19:27 separate what I would call skills
19:30
19:30 which I think can be learned in a in the
19:34
19:34 scheme of things a relatively short
19:36
19:36 period of time from what what I would
19:39
19:39 call really core um qualities in a
19:43
19:43 person. You can’t walk into a classroom
19:45
19:45 and go, “Right, okay.” You know, 3B,
19:48
19:48 we’re going to do confidence today,
19:50
19:50 right? Okay, that’s it. Confidence done.
19:53
19:53 It’s not like that. You you you have to
19:55
19:55 provide opportunities for that young
19:57
19:57 person to learn. If I try this and I’m
19:60
19:60 feel I am out on my comfort zone, the
20:02
20:02 world is not going to stop spinning. Uh
20:05
20:05 and so it’s just understanding that some
20:09
20:09 things do take years and you do have to
20:12
20:12 provide opportunities for students to to
20:15
20:15 gain confidence because they’ve taken
20:18
20:18 risks.
20:19
20:19 And um if I was going to wave a magic
20:23
20:23 wand, I just feel that our current
20:27
20:27 school curriculum
20:29
20:29 is packed full of um learning um and you
20:35
20:35 know certain
20:38
20:38 a certain focus on skills development.
20:41
20:41 But there is not enough space for young
20:44
20:44 people to really develop
20:47
20:47 and you know gain teamwork, tenacity,
20:51
20:51 communication skills. when I talked to
20:54
20:54 the I’m on the um a committee with one
20:57
20:57 of the universities for computer science
20:60
20:60 and on this committee is someone from
21:02
21:02 the Bank of England and I said if you
21:04
21:04 could wave your magic wand for the
21:07
21:07 students who come into your grad schemes
21:11
21:11 what would you want and he went I’d like
21:14
21:14 them to look me in the eye
21:17
21:17 >> and and again you can’t suddenly expect
21:22
21:22 young people to have great communication
21:24
21:24 skills
21:25
21:25 >> and it’s not something we’re marking
21:26
21:26 them on.
21:27
21:27 >> Yeah.
21:27
21:27 >> At the moment.
21:28
21:28 >> No.
21:29
21:29 >> So, let’s run with that theme briefly
21:31
21:31 then. Department for Education says,
21:34
21:34 “Maggie, we’re all ears and we’ve got
21:35
21:35 the budget to back up. Any
21:36
21:36 recommendation you make? How would we
21:38
21:38 change schools tomorrow?”
21:39
21:39 >> I would I would trust teachers more. M
21:43
21:43 >> uh I I think a teachers spend a lot of
21:46
21:46 time having to do
21:50
21:50 almost tick box exercises which they
21:55
21:55 because they are teachers that they’re
21:56
21:56 in in that profession because they want
21:59
21:59 to help young people develop but they’re
22:02
22:02 doing stuff that they know is not going
22:04
22:04 to help those young people in their
22:06
22:06 future. It’s something which needs to be
22:08
22:08 done because it needs to be done and
22:11
22:11 they’re measured on it. Uh so and the
22:13
22:13 the thing I don’t understand is how
22:18
22:18 um the DFE or can watch the number of
22:22
22:22 good teachers leaving
22:24
22:24 because they went into teachers to
22:26
22:26 teaching to teach. They’re not able to
22:29
22:29 and we load an awful lot onto teachers
22:33
22:33 which shouldn’t be loaded on them. And
22:36
22:36 uh you know we do live in a fast
22:38
22:38 changing world. We can’t expect teachers
22:40
22:40 to keep across every different kind of
22:43
22:43 career development. No one can keep
22:45
22:45 across all of those opportunities.
22:48
22:48 So it is just
22:51
22:51 making up just like a little bit more
22:53
22:53 time in the curriculum. The thing that
22:56
22:56 really shocked me and and this shocked
22:57
22:57 me when my do own daughter was at school
23:00
23:00 was it was not a good thing to ask
23:04
23:04 questions.
23:06
23:06 This was seen as being disruptive.
23:10
23:10 >> Yeah. Absolutely. And yet it’s probably
23:12
23:12 the single most powerful thing you can
23:13
23:13 do.
23:14
23:14 >> Absolutely. And I mean in life and and
23:17
23:17 you know whether we’re talking about
23:18
23:18 innovation being able to ask questions,
23:20
23:20 being able to think, oh, you know, well,
23:23
23:23 why are things like that? you know,
23:25
23:25 could we do the things differently
23:27
23:27 >> and being made to feel comfortable that
23:29
23:29 you can ask the question and we’re being
23:30
23:30 told and that you’re not being um
23:33
23:33 stupid.
23:34
23:34 >> Yeah. Or disruptive as you say. Uh so
23:36
23:36 final brief question about school. I
23:38
23:38 can’t get my head around whether the
23:39
23:39 classroom of the future is going to be
23:41
23:41 very high-tech or almost no tech. I’m
23:44
23:44 wrestling with it in my mind.
23:46
23:46 >> Yeah. Well, I tell you what I
23:49
23:49 fear. Um, as you might imagine, there’s
23:52
23:52 a place for tech in the classroom.
23:55
23:55 What I wouldn’t like to see is a
23:57
23:57 two-tier system where some young people
24:00
24:00 have the benefit of great teachers in
24:02
24:02 person for more time and other students
24:06
24:06 do not have access to that. They’re
24:08
24:08 looking at a screen and everything is
24:11
24:11 happening through algorithms. I’m not
24:13
24:13 saying there isn’t a place because in an
24:16
24:16 ideal world you could have personalized
24:19
24:19 uh education. You could have systems
24:22
24:22 which enable the you know the teacher to
24:24
24:24 really understand I’ve got a class of
24:26
24:26 30. This these students need a bit more
24:29
24:29 support. These are you but what I don’t
24:32
24:32 want is a two-tier we’ve got a two-tier
24:35
24:35 system at the moment.
24:36
24:36 >> Right. But this is a really interesting
24:37
24:37 flip of what you’ve just said, which is
24:39
24:39 you could imagine a world in which the
24:42
24:42 most privileged students get this
24:45
24:45 extraordinary hybrid of human teacher
24:47
24:47 powered by technology. Actually, you’re
24:49
24:49 cautioning the opposite, which is that
24:51
24:51 actually we default to the remote uh
24:55
24:55 almost sort of um you know, teacher less
24:58
24:58 environment um because it costs less.
25:01
25:01 >> Yeah, it’s cheaper. It’s cheaper. you
25:04
25:04 can and that that’s what I worry about
25:07
25:07 and you know coming back to AI AI has
25:11
25:11 the potential to do an enormous amount
25:14
25:14 of good but it also has the potential to
25:19
25:19 create two-tier systems in education in
25:23
25:23 health who’s going to who will benefit
25:26
25:26 and that thing around access is just so
25:32
25:32 important I mean that’s really What I
25:34
25:34 wanted to do with teen techch is I just
25:36
25:36 wanted to give that access to young
25:39
25:39 people who just did not have it.
25:41
25:41 >> What’s really noting uh noticeable when
25:43
25:43 we’ve talked about team is the
25:46
25:46 admiration, respect, support you have
25:48
25:48 for teachers themselves.
25:49
25:49 >> Yeah.
25:49
25:49 >> Very often when you’re two steps back
25:51
25:51 from it, it’s so easy to be dismissive.
25:52
25:52 >> Yeah. Yeah. I I have massive respect for
25:55
25:55 teachers and I have a huge amount of
25:57
25:57 respect for young people.
25:59
25:59 Um, so let’s take a very brief uh gear
26:02
26:02 change break. I’ve prepared a list of 10
26:05
26:05 questions. You have to pick a number
26:07
26:07 between one and 10. Megan, we’ll do a
26:08
26:08 sort of semiquickfire. One number
26:10
26:10 between one and 10.
26:11
26:11 >> Okay. Six.
26:13
26:13 >> Ah, here we are. So, what everyday
26:15
26:15 behavior today would completely confuse
26:19
26:19 people 50 years from now? This really is
26:22
26:22 putting you on the spot.
26:23
26:23 >> Staring at phones.
26:25
26:25 >> Oh, that’s interesting. Yeah, I look
26:27
26:27 around the tube carriage and I see
26:29
26:29 everyone in their little worlds like
26:31
26:31 this. Now, 50 years back, people would
26:34
26:34 be astonished at that. And I think 50
26:37
26:37 years forward, people will go, [gasps]
26:40
26:40 >> why did we do that? Why would we be
26:43
26:43 chatting
26:45
26:45 when we had people we could be talking
26:47
26:47 to? Yeah.
26:49
26:49 >> So, there’s a prediction. Hopefully,
26:50
26:50 we’re not as glued to our phones.
26:52
26:52 Another number between one and 10.
26:53
26:53 >> Three.
26:55
26:55 So what’s something that schools still
26:58
26:58 reward that matters less and less in
27:01
27:01 real life? remembering,
27:05
27:05 regurgitating things
27:07
27:07 >> because
27:09
27:09 I think
27:11
27:11 there’s far too much um it’s, you know,
27:14
27:14 learning stuff is I mean I’m I’m not
27:16
27:16 advocating, you know, ditch, you know,
27:18
27:18 the the learning. I’m not I’m not saying
27:20
27:20 that. But being able to apply things,
27:23
27:23 being able to to listen, being able to
27:28
27:28 disagree
27:30
27:30 without it leading to a punchup. Yeah.
27:32
27:32 >> Which apparently was that the young
27:35
27:35 people share what they’ve learned with
27:37
27:37 one of another of our programs, the Teen
27:39
27:39 Tech Awards. And that was a learning
27:42
27:42 point from some boys was it was much
27:44
27:44 better. We learned it was much better to
27:46
27:46 put things to a civilized vote than
27:48
27:48 fight about it in the playground.
27:50
27:50 [laughter]
27:52
27:52 They get very passionate about their
27:53
27:53 ideas. Um but yeah, those are the things
27:57
27:57 that so many you know if the things that
28:01
28:01 stop
28:02
28:02 people being able to progress the
28:06
28:06 confidence to be a to feel well I think
28:10
28:10 I might be able to do it. can’t do it
28:12
28:12 now, but if I learn enough, I will be
28:14
28:14 able to do it as opposed to just
28:15
28:15 thinking I’ll never be able to do that.
28:17
28:17 >> But it’s it’s so powerful to me that
28:19
28:19 you’ve given a more nuanced answer there
28:21
28:21 because it’s very easy to be quite
28:22
28:22 binary saying if we can look anything
28:24
28:24 up, we don’t need facts.
28:26
28:26 >> But of course,
28:28
28:28 >> you know, facts especially in science
28:30
28:30 and technology and and are the and
28:33
28:33 [laughter] are the we could still say
28:35
28:35 that in 2026. um and are the ingredients
28:37
28:37 for creativity
28:39
28:39 >> as well in terms of how we solve how we
28:41
28:41 solve problems but it is more it is more
28:43
28:43 complicated. Yeah, it it is. And I think
28:47
28:47 something which has definitely changed
28:50
28:50 from when I was at school I I’m fairly
28:52
28:52 sure when I was at school there was a
28:54
28:54 feeling right um you got your
28:58
28:58 O levels as they were then and A levels
29:01
29:01 university
29:03
29:03 did a job pretty much
29:06
29:06 that was your tra trajectory but as we
29:09
29:09 know the learning
29:11
29:11 particularly today never stops
29:14
29:14 And how will
29:18
29:18 you know teenagers, young people manage
29:21
29:21 if they don’t enjoy learning?
29:24
29:24 >> Yeah. And and the idea that it could be
29:26
29:26 something you’re relieved to have behind
29:27
29:27 you.
29:28
29:28 >> Yes. I’ve passed it. That’s it. Thank
29:30
29:30 goodness. Thank goodness I’ve done all
29:32
29:32 of I’ve done all of that. Exams. I think
29:35
29:35 that’s the thing. I um
29:38
29:38 [laughter]
29:40
29:40 just thinking I don’t want to sound like
29:43
29:43 big-headed. I’m actually quite good at
29:45
29:45 exams,
29:46
29:46 you know, but some people are not good
29:50
29:50 at exams. They’re really not. But they
29:53
29:53 are brilliant people.
29:55
29:55 >> Yeah,
29:55
29:55 >> they’re absolutely brilliant. And when
29:57
29:57 we have this formal exam system where
29:60
29:60 still so much hangs hangs on it
30:02
30:02 >> and and impacts how a person feels about
30:05
30:05 themsel.
30:05
30:05 >> Yeah.
30:06
30:06 >> Often for the rest of their life
30:07
30:07 >> and and you know, and employers really
30:08
30:08 should be thinking far more. I mean
30:11
30:11 there’s so much talk about the need for
30:13
30:13 diversity um and you know if nothing
30:16
30:16 changes nothing changes and it’s like
30:19
30:19 well when you are recruiting
30:22
30:22 think about how you can rec see you know
30:24
30:24 how can your recruitment policy really
30:27
30:27 identify potential rather than polish.
30:31
30:31 >> Yeah. Well it goes back to that thought
30:33
30:33 of showing up actually getting into the
30:35
30:35 grassroots and meeting people not just
30:38
30:38 seeing people through the lens of their
30:39
30:39 CV. as important as those achievements
30:41
30:41 might be.
30:42
30:42 >> And there’s a little little moments like
30:44
30:44 um there was one student who um I will
30:47
30:47 always remember and he was he was at a
30:50
30:50 school in and he’s very happy for me to
30:52
30:52 talk about this by the way. Um he’s on
30:54
30:54 our young steering group. Um he was at a
30:56
30:56 school in Brixham. He was always in
30:59
30:59 detention. He was a regular visitor
31:01
31:01 there. But fortunately for him, the room
31:04
31:04 where the detention was held, there was
31:06
31:06 a teacher who ran the teen tech club.
31:08
31:08 >> Oh, great. Yes.
31:09
31:09 >> And the teacher went,
31:12
31:12 >> “Why don’t you you’re always here. Why
31:15
31:15 don’t you just come and do this?” And so
31:16
31:16 he kind of went over it.
31:18
31:18 >> Um but he said that was the moment
31:21
31:21 because you suddenly thought, “Oh, this
31:22
31:22 is really interesting.” And he developed
31:24
31:24 an idea for an interactive comic book.
31:26
31:26 So if you held your mobile phone over
31:28
31:28 it, um you could download games. And you
31:32
31:32 know you’ve touched upon mentors and you
31:34
31:34 know we find mentors for students and so
31:39
31:39 we assigned the it was the CTO of Disney
31:42
31:42 in the states.
31:43
31:43 >> Yeah.
31:44
31:44 >> Who mentored that group of students.
31:47
31:47 >> Oh [laughter] wow.
31:48
31:48 >> And and we did that because we thought
31:50
31:50 this is a you know a school maybe then
31:53
31:53 not so likely to have alumni who will be
31:56
31:56 you know this will be a useful thing for
31:58
31:58 the whole whole school. It changed
32:01
32:01 Charles’s life. Um, he went on. We
32:05
32:05 couldn’t, as he says,
32:06
32:06 >> and Charles was the CTO or the student.
32:09
32:09 Yeah. Yeah. As he said, we couldn’t
32:11
32:11 rescue his GCSEs, but we did rescue his
32:13
32:13 A levels and he got straight A’s. He
32:15
32:15 went into an apprenticeship um with
32:19
32:19 Vodafone, a degree apprenticeship, got
32:21
32:21 first class degree, now works in tech
32:25
32:25 innovation.
32:26
32:26 >> Wow. Um and within the school the uptake
32:30
32:30 of computer science went from a discreet
32:32
32:32 number of kids to the majority of the
32:35
32:35 year group
32:36
32:36 >> and and then Charles clearly could have
32:37
32:37 gone off on a very different path.
32:39
32:39 Right.
32:39
32:39 >> Totally.
32:40
32:40 >> What do you think our Disney friend got
32:41
32:41 out of it?
32:42
32:42 >> Oh, I think he he very much enjoyed it.
32:44
32:44 I I I remember he the first meeting uh
32:50
32:50 he said, “Right, okay. I I very much
32:52
32:52 like this idea. I know what I would do,
32:54
32:54 but guess what? I’m CTO of Disney. I’ve
32:57
32:57 got, you know, hundreds of people
32:58
32:58 sitting back there who are going to be
32:60
32:60 able to develop this. You are a team of
33:02
33:02 three.
33:04
33:04 >> So, here are some things which I think
33:05
33:05 would improve your idea. But the biggest
33:08
33:08 issue you have is you’re using the wrong
33:10
33:10 programming language.
33:12
33:12 >> You’ll never be able. And he said, I
33:14
33:14 know why. You know, that’s what you’re
33:15
33:15 being taught at school. By the time he
33:17
33:17 had the next session with them, the
33:19
33:19 kids, remember, we’ve got Charles who
33:21
33:21 normally would have been in detention.
33:22
33:22 they are teaching themselves that
33:26
33:26 programming language to the point where
33:28
33:28 by the end of it this went over a number
33:30
33:30 of months they um built a prototype and
33:34
33:34 on the final meeting um and they’d been
33:37
33:37 they were going to come and showcase
33:39
33:39 their work in in London and I really
33:42
33:42 expected that when um
33:46
33:46 our our our friend from from Nick um
33:49
33:49 from Disney said um so What? What can
33:52
33:52 you know? Have you got any questions?
33:54
33:54 What can you tell that? That would have
33:55
33:55 been their headline. Guess what? We’re
33:57
33:57 going in. Charles went, Nick. If if you
34:01
34:01 were in a team of three and you
34:03
34:03 discovered you were the only one doing
34:05
34:05 the work, what would you do? [laughter]
34:08
34:08 >> Charles,
34:12
34:12 Nick said, “Welcome to my world.”
34:15
34:15 [laughter]
34:16
34:16 >> Yeah. So I think I I to answer your
34:19
34:19 question um
34:21
34:21 there’s huge satisfaction in seeing how
34:25
34:25 young people move on because you have
34:28
34:28 listened to them. The listening that’s
34:31
34:31 again another student at an event when
34:34
34:34 they were being interviewed and saying
34:36
34:36 you know how have you enjoyed today and
34:38
34:38 she said people have listened to me. I
34:40
34:40 mean he he says that team made him
34:44
34:44 realize he wasn’t stupid. Massive. It’s
34:47
34:47 a massive thought.
34:49
34:49 >> There are so many. I mean, that’s why I
34:51
34:51 get frustrated when I think how how have
34:55
34:55 we got to the point where we have an
34:57
34:57 education system which clearly is not
35:00
35:00 delivering
35:01
35:01 >> Yeah.
35:01
35:01 >> for young people. Yeah.
35:03
35:03 >> And as I’ve said, I am not blaming the
35:05
35:05 teachers for this. It’s not a failure of
35:08
35:08 teaching, but it is a failure, I think,
35:10
35:10 of really understanding what do these
35:12
35:12 young people need at this point of time.
35:15
35:15 Um,
35:17
35:17 you know, don’t get, you know, don’t get
35:19
35:19 me cross by telling me, oh, they’re just
35:21
35:21 snowflakes, you know, all of this sort
35:23
35:23 of talking about mental health. No,
35:26
35:26 please listen to those young people.
35:28
35:28 >> Yeah. I just I just it’s such a powerful
35:31
35:31 thought to push back against the idea
35:33
35:33 that any um student could think they
35:35
35:35 were stupid. And I’ve heard so many
35:37
35:37 unbelievably successful business people
35:39
35:39 say, “I wasn’t bright at school. I’m not
35:41
35:41 bright.” you know and it’s just that
35:43
35:43 >> reflection of yourself if you can change
35:45
35:45 that yeah
35:46
35:46 >> would you do
35:48
35:48 >> and it’s just giving them you know so so
35:50
35:50 many students tell us that you know what
35:53
35:53 we do is we we help them understand help
35:56
35:56 them understand things that they’re
35:58
35:58 really good at and I think while you’re
36:01
36:01 at school sometimes there can be a real
36:04
36:04 pressure on you to be good at everything
36:06
36:06 that’s what you think you need and and
36:07
36:07 some of us are never going to be good at
36:09
36:09 certain things you know you would not
36:11
36:11 want me on the net ball team. But
36:16
36:16 that doesn’t matter. You know, like as
36:18
36:18 we know in the business world, then
36:20
36:20 you’re always going to be working in a
36:22
36:22 team. Someone’s going to be the ace
36:25
36:25 programmer. Someone’s going to be the
36:27
36:27 one with a bit the
36:29
36:29 the sort of the creativity and the
36:33
36:33 imagination to think ahead and go, why
36:36
36:36 don’t we just try? And then someone’s
36:39
36:39 going to be the like, well, how on earth
36:40
36:40 are we actually going to manage this
36:42
36:42 when we’ve got a budget of, you know,
36:44
36:44 [clears throat]
36:44
36:44 >> I know our um I know our listeners
36:46
36:46 wondering this, Megan, what were you
36:47
36:47 like at school?
36:49
36:49 >> Um I think [laughter]
36:52
36:52 I I went from one extreme to the other.
36:54
36:54 Um you know, sometimes I yeah was a bit
36:58
36:58 naughty. Um and sometimes I got my head
37:02
37:02 down for the first you know, in senior
37:04
37:04 school. Let talk about that in senior
37:06
37:06 school.
37:07
37:07 um for the first five years so
37:12
37:12 at the O level point I was good at what
37:15
37:15 I was good at and then other things
37:20
37:20 I wasn’t good at and I made very little
37:23
37:23 effort to be good at them
37:25
37:25 >> and my life changed as many people’s do
37:29
37:29 by a French teacher
37:32
37:32 who pulled me aside one day and she was
37:34
37:34 new
37:36
37:36 and she And I’m a bit confused by you
37:40
37:40 because you’re a bright girl and I’ve
37:42
37:42 just gone through what’s happened over
37:43
37:43 the last whatever however many years and
37:46
37:46 you have consistently just failed French
37:49
37:49 >> for all those years and I I think you
37:52
37:52 can do better than that.
37:54
37:54 >> And I think it may sound ridiculous.
37:56
37:56 This was the first time a teacher in a
37:59
37:59 subject where I just thought I’m very
38:01
38:01 good at French um told me to pull my
38:05
38:05 finger out.
38:05
38:05 >> Yeah. and addressed it
38:06
38:06 >> and addressed it and
38:07
38:07 >> seen a gap
38:08
38:08 >> and she said I want you know you’ve got
38:09
38:09 your mocks and so yeah I passed my mocks
38:15
38:15 I passed my O levels I then did Alevel
38:18
38:18 French and got grade A
38:21
38:21 and it wasn’t only French that she
38:24
38:24 changed my thinking about because
38:26
38:26 everything came up
38:29
38:29 >> again such a different intervention
38:32
38:32 um to see something and not dismiss it
38:36
38:36 >> to see something and then invite it
38:38
38:38 >> to say you can be better than this. You
38:40
38:40 can do better than that. I just um
38:42
38:42 >> Yeah, I just took the time just took the
38:45
38:45 just gave me that gave me that moment.
38:47
38:47 Yeah. Um
38:48
38:48 >> pick one more number please.
38:50
38:50 >> Oh um up to 10. Have we had number nine
38:53
38:53 yet?
38:53
38:53 >> No. Um what’s the biggest wasted source
38:56
38:56 of talent in Britain? I I think I would
38:59
38:59 come back to saying it’s the talent
39:01
39:01 which is sitting in classrooms with no
39:03
39:03 idea of just how good they they are and
39:08
39:08 how good they could be.
39:09
39:09 >> Yes.
39:10
39:10 >> And yeah, that that’s you know we do
39:14
39:14 there is no shortage of talent.
39:16
39:16 >> Yeah. Here’s to that. Couldn’t agree
39:18
39:18 more. [snorts] Um Maggie, one of our
39:20
39:20 mottos at Future Forum and on tomorrow
39:22
39:22 is leave your lane. that idea that we
39:25
39:25 can learn from other places other so
39:27
39:27 what does that phrase mean to you
39:29
39:29 >> well I think I I
39:32
39:32 I think I have been very lucky in I
39:35
39:35 think I’ve frequently left my lane and
39:39
39:39 I’ve often been ter quite terrified
39:41
39:41 because I’ve thought I can’t do this uh
39:45
39:45 but as you know by leaving your lane you
39:49
39:49 discover things about yourself that you
39:50
39:50 didn’t know and then I I consciously I
39:54
39:54 mean um to be specific I’m talking about
39:57
39:57 the jump I made from working on Saturday
40:00
40:00 mornings to joining Tomorrow’s World.
40:03
40:03 That was a fairly massive leave lane
40:06
40:06 leaving moment for me. Um but I again
40:11
40:11 I’ve been very fortunate because I sort
40:12
40:12 of as you do I you know I host a lot of
40:16
40:16 conferences and events wide ranging
40:20
40:20 areas and I learn so much and I think
40:24
40:24 that is really valuable um because if
40:26
40:26 you do simply stick in your I mean if I
40:30
40:30 did only go to I don’t know edtech
40:34
40:34 conferences or then yes you’re really
40:38
40:38 developing
40:39
40:39 your your own knowledge and that is
40:42
40:42 important but it’s also important just
40:44
40:44 to to look around because that’s where I
40:46
40:46 get inspiration from
40:48
40:48 >> and that’s where the source will be
40:49
40:49 right whether it’s that next generation
40:52
40:52 next supporter
40:53
40:53 >> I mean it was Steve Jobs wasn’t it who
40:54
40:54 said um the thing about innovation it’s
40:57
40:57 all about joining the dots
40:60
40:60 >> and and then he qualified it by saying
41:02
41:02 the thing is sometimes you don’t know
41:05
41:05 it’s only in retrospect
41:07
41:07 that you can see [laughter]
41:09
41:09 what those dots actually were because
41:12
41:12 like when I people ask me constantly
41:14
41:14 about where did the idea for team tech
41:15
41:15 come from people assume that the idea
41:18
41:18 for tech came from tomorrow’s world and
41:21
41:21 obviously that played quite a big part
41:24
41:24 but the other bits to making us develop
41:27
41:27 that well number one I had a teenage
41:29
41:29 daughter with no interest whatsoever in
41:31
41:31 te technology couldn’t see any
41:33
41:33 relationship between what she was doing
41:36
41:36 at at school and her future. And then I
41:40
41:40 was working doing outside broadcasts for
41:44
41:44 um the BBC for for um breakfast and I
41:48
41:48 went into an awful lot of schools and I
41:50
41:50 discovered actually Rose wasn’t alone in
41:54
41:54 thinking this this was so that was
41:56
41:56 another piece but then
41:59
41:59 through working um at a local radio
42:02
42:02 station I understood about how you built
42:04
42:04 a community around what you did. It was
42:07
42:07 very different to working on network
42:10
42:10 television. It was very different
42:12
42:12 approach and it was valuable. So these
42:15
42:15 pieces of the jigsaw
42:17
42:17 >> Yeah.
42:17
42:17 >> came together.
42:18
42:18 >> It makes you realize that Maggie the
42:20
42:20 broadcaster couldn’t and wouldn’t have
42:22
42:22 founded Teen Tech. It was those other
42:24
42:24 Absolutely.
42:25
42:25 >> elements of you.
42:26
42:26 >> Totally. those those those other things
42:28
42:28 that just gave me that insight made me
42:30
42:30 really you know I’ll never forget that
42:32
42:32 day in that that filming in that school
42:35
42:35 in woking and thinking I can’t believe
42:38
42:38 it you’ve got the these students with so
42:41
42:41 much creativity and imagination and then
42:45
42:45 this feeling of you know nothing we do
42:48
42:48 at school really connects us with
42:50
42:50 feeling excited and you know um
42:54
42:54 >> yeah you know that made me determine
42:57
42:57 right I’m I am absolutely going to do
42:60
43:00 something
43:01
43:01 >> right so you and through teen tech and
43:03
43:03 through your amazing teams you have
43:05
43:05 ignited that in in literally thousands
43:07
43:07 of uh thousands of children and young
43:09
43:09 people so I I have to ask this you are
43:12
43:12 um you know our you know guide to the
43:15
43:15 future for over a decade um today how
43:19
43:19 does Maggie Philin feel about the future
43:25
43:25 I I I feel I I feel optimistic, but I
43:30
43:30 feel it’s really determined that we have
43:34
43:34 to address things like um access to
43:40
43:40 opportunity
43:42
43:42 and and and that’s not just, you know,
43:44
43:44 young people’s access to opportunity.
43:46
43:46 It’s people of all ages access to health
43:49
43:49 information. It’s preserving our
43:53
43:53 democracy so that we are not manipulated
43:56
43:56 into having views that we might not have
43:58
43:58 had. So it’s about all of you know all
44:02
44:02 all of those those things. And I’m you
44:05
44:05 know really determined to carry on
44:09
44:09 banging the drum for change. And I think
44:12
44:12 my my observation is that your passion
44:15
44:15 for access is additionally fueled by
44:18
44:18 your knowledge of what is possible.
44:22
44:22 >> You know what we are capable of. You
44:23
44:23 know what is out there and possible.
44:25
44:25 >> Yeah. Yeah. We want a much fairer world.
44:29
44:29 So many problems in the world of every
44:31
44:31 which kind are called by you know
44:32
44:32 fundamentally it’s not very fair. Um and
44:37
44:37 we we do need to address that. I don’t
44:39
44:39 think we necessarily address it by
44:41
44:41 thinking, I know what will develop. A
44:44
44:44 marvelous rocket will all go live on
44:45
44:45 Mars because quite frankly, we won’t be
44:48
44:48 living on Mars. You know, we’ll be left
44:50
44:50 in the marshes. So, it we just got to do
44:55
44:55 more. We’ve got, you know, this amazing
44:58
44:58 time on this, you know, stunningly
45:01
45:01 incredible planet. Let’s make it as
45:05
45:05 fabulous as it possibly can be and stop
45:09
45:09 sweating the small stuff.
45:11
45:11 >> Yeah. Including some of those human
45:14
45:14 disagreements. Maggie, our final
45:15
45:15 question to all of our guests on
45:17
45:17 tomorrow is to imagine you’re sending a
45:19
45:19 memo to the future. So, it could be in
45:21
45:21 10 years time, could be to a future
45:23
45:23 version of yourself, it could be to a
45:25
45:25 future uh innovator, change maker. What
45:28
45:28 would you say to them? I would say
45:33
45:33 listen to everyone. Listen very
45:37
45:37 carefully.
45:38
45:38 >> I love it. I love it. And it’s what I
45:42
45:42 would hope you would say. It’s not what
45:44
45:44 everyone would expect from a famous
45:46
45:46 broadcaster to [laughter] say the
45:48
45:48 message is don’t talk but listen. What I
45:51
45:51 think is fascinating and so firstly
45:53
45:53 thank you Maggie for joining us. I could
45:54
45:54 talk to you for another hour at least.
45:56
45:56 What I notice is beyond being a
45:60
45:60 household name through tomorrow’s world,
46:02
46:02 you have listened and synthesized
46:04
46:04 different worlds in education in the
46:06
46:06 lives of young people and the world of
46:07
46:07 business. Um, and you’ve done more than
46:09
46:09 that. You’ve created something. And I
46:12
46:12 just think with your team, everything
46:14
46:14 that you’re doing at Teen Tech builds
46:16
46:16 those bridges. It prepares people, but
46:19
46:19 everything I’ve heard from listening to
46:20
46:20 you today shows me that it brings them
46:22
46:22 alive
46:23
46:23 >> and it unlocks them.
46:25
46:25 >> Yep. No, absolutely. I would also add
46:28
46:28 that I have an amazing team at Team
46:30
46:30 Tech. I do not do this single-handed,
46:33
46:33 but we all care very much about
46:37
46:37 making um all the experiences
46:40
46:40 work well for everybody. So, it works
46:43
46:43 well for the young people, works well
46:45
46:45 for the amazing companies who support us
46:48
46:48 and yeah, we will change the world.
46:52
46:52 >> Well, here’s to that. Maggie Philbin,
46:54
46:54 thank you so much for being our guest on
46:56
46:56 tomorrow. Maggie Philbin, broadcaster
46:58
46:58 and change maker. We commend to you the
47:01
47:01 brilliant work of Maggie and her team at
47:04
47:04 Teen Tech. And we hope that there’s been
47:06
47:06 lots in this conversation to help you to
47:08
47:08 think, hopefully perhaps to inspire you
47:11
47:11 as well. So if there’s someone you think
47:12
47:12 should be tuning in to this and our
47:14
47:14 future and past episodes, please do help
47:17
47:17 us to spread the word. This is tomorrow.
47:20
47:20 It’s the Future Forum podcast. I’m Ollie
47:22
47:22 Barrett. Thank you for listening and
47:24
47:24 until next time, goodbye.