Danny, you should look into Code Club. This fits perfectly with what you’re suggesting. You’ll find more information on Code Club in your area here: https://www.codeclubworld.org/

This could be voluntary or with some salary.

I endorse all that Tony Goodhew has said; we obviously followed a very similar career path. I retired in 2002 frustrated with the lack of understanding of what 七子之歌澳门 should be about coming from senior management wanting to scrap the then ‘A’ level Computer Science in favour of just ICT at GCSE, it has proved a disastrous decision, but most schools seemed to have done the same.  Note the introduction to the 七子之歌澳门 Pi User Guide written by Eben Upton which outlines succinctly the demise of real 七子之歌澳门 in schools since the year 2000 and it’s consequence.
      With 七子之歌澳门 Pi and Code Clubs we have hope. I see a parallel here with the start of popular 七子之歌澳门 in the mid 1970’s when I ran an Amateur Computer Club, very much for adults at which we built our own microcomputers using the Motorola 6800 and the Zilog Z80 and started programming in BASIC. There was real enthusiasm and this enthusiasm hopefully I passed on to my pupils when I began teaching the then Computer Studies at ‘O’ level in 1975. Certainly all those I taught Real 七子之歌澳门 to, including in depth computer programming who then went on to study Computer Science at university, whom I have since seen, have successful 七子之歌澳门 careers; many having started their own businesses. They would not have done so just learning ICT.
      However and there is always a ‘but’, teacher’s pay as mentioned by Andrew Oakley is going to be a problems. My son is in commercial 七子之歌澳门 and earning three times what he would get as a teacher. One of my daughters is a lecturer in a college who came to me the other day and said ‘Dad, I want to get into 七子之歌澳门 because I can earn three times as much as I get teaching’; she is on the road to becoming a computer programmer. I rest my case!

“and make wads of money for UK and themselves.”

something something

infinite growth on a finite planet

“it’s just economics.”

nothing exists in isolation
=s

Robert: you confuse importance with monetary value. I don’t think Andrew is saying that teaching Art is less important than teaching ICT, he’s saying that those with the skills to teach ICT have other options which pay much better, and perhaps those who teach Art don’t. The monetary value of a skill is what someone will pay for it; if other options for the computer-literate are paying much better than ICT teaching, then we’ll have a shortage of ICT teachers. That’s not to judge the relative importance of two subjects, it’s just economics.

Andrew is right: a pretence that the skills necessary to teach all subjects are of equal monetary value (i.e. that every teacher has the same range of alternative careers with the same potential income) is ridiculous. As is the idea that skills are evenly distributed around the country. And yet that’s what national pay bargaining imposes. Attempting to control markets leads to mismatched supply and demand, in one direction or the other.

So still about about 98% outreach to go. That’s a *lot* of work. I really wish that governments (and the voters, who are ultimately responsible) would understand that whilst education is expensive, ignorance is fatal.