Weakest link found in subjects necessary for careers in video games and visual effects

13/12/10

Young people, their parents and even teachers are oblivious to the importance of subjects such as maths, physics and art for a career in video games and visual effects, according to research carried out for the Livingstone-Hope Skills Review of the video games and visual effects industries.

Surveys, undertaken by IPSOS-Mori for NESTA (National Endowment for Science, Technology and the Arts) of over 550 young people, 900 parents of children in full time education and over 400 teachers[1] finds low levels of awareness at school of the UK video games and VFX industries and their skills requirements. The results show:

Young people

• Only 3 per cent of 11-18 year olds recognise maths as the most important subject necessary for a career in video games and 4 per cent view it as most important for a career in visual effects 
• Only 6 per cent recognise art as most important for video games and 9 per cent for visual effects careers
• 30 per cent report ICT as most important for video games and 31 per cent for visual effects careers

Parents

• 7 per cent recognise maths as most important for video games and 10 per cent for visual effects careers
• 9 per cent see art as most important for video games and 11 per cent for visual effects careers
• 18 per cent report ICT as the most important school subject to pursue a career in video games and 15% in visual effects

Teachers

• 15 per cent identify maths as the most important school subject for a career in video games and only 13 per cent for a career in visual effects
• 9 per cent think art is most important for video games and 16 per cent for visual effects
• 44 per cent of teachers regard ICT as the most important subject for a career in video games and 42 per cent consider ICT as most important for visual effects.

The widespread belief among young people, parents and teachers that ICT is the most important school subject for the video games and visual effects industries is worrying. A 2009 report from Ofsted highlighted that ICT teaching focuses on use of ICT packages for presenting and communicating work, not computer programming. Consistent with this, the Teachers survey suggests that only 22 per cent of ICT teachers claim to have even basic knowledge of programming.

Most alarmingly, few young people or parents recognise the importance of maths and physics for making video games or producing visual effects. Even amongst teachers only 1 per cent think that physics is most important for video games. These findings justify industry concerns about a lack of awareness of the hard skills needed to succeed in these high tech industries. 

The survey research is part of the independent Review on Skills for Video Games and Visual Effects led by Ian Livingstone, co-founder of Games Workshop and life president of Eidos and Alex Hope, Managing Director of Double Negative. The Review, being carried out by NESTA with support from Skillset, will make recommendations to Government on how the UK can become the best source of talent in the world for the video games and visual effects industries and secure its continued rapid expansion.

Commenting on the survey, Ian Livingstone says:  'The UK is a centre of excellence for video games and visual effects. However, these results point to a worrying lack of awareness amongst young people and parents, of the skills needed to get a job in our industries. We will set out ways to change this situation and ensure that we have the workforce that we need to stay at the top of the global development league'.

Alex Hope says: 'Unless industry works with the government, schools and higher education bodies to change these misperceptions about what working in video games and visual effects requires, we will continue to receive CVs from candidates that lack the skills required to thrive in our demanding industries'.

Visual effects is the fastest growing sector in the UK film industry, generating an annual turnover of £376 million and employing more than 5,000 people, while the UK's video games sector generates £2 billion in global sales each year. However skill shortages are often cited as a major barrier to growth for UK visual effects and video games companies.

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Notes to Editors

For further information, please contact Chani Hirsch on 020 7438 2601/chani.hirsch@nesta.org.uk or Ruth Attride on 020 7438 2609/ Ruth.Attride@nesta.org.uk

About NESTA

NESTA is the UK's foremost independent expert on how innovation can solve some of the country's major economic and social challenges. Its work is enabled by an endowment, funded by the National Lottery, and it operates at no cost to the government or taxpayer.

NESTA is a world leader in its field and carries out its work through a blend of experimental programmes, analytical research and investment in early-stage companies. www.nesta.org.uk   

About the Livingstone-Hope Review of Skills in Video Games and Visual Effects

The Government has asked Ian Livingstone and Alex Hope, working with NESTA and Skillset to produce a report into the skills needed for school leavers and graduates to fully engage with the UK's world-class video games and visual effects industries. The Review is expected to conclude in early 2011.

The UK's video games sector generates £2 billion in global sales. Worldwide, the video games market is projected to grow at an annual rate of 10.3% in the next two years - compared to an average of 6.6% for all media and entertainment markets. Helping UK games developers to capture new markets and ensuring that there are skilled young people to work in the sector will be critical to the UK capitalising on this rapid expansion.

The UK is a centre of excellence for visual effects work and as such is a major draw for the US film studios.  Visual effects is the fastest growing sector in the UK film industry with visual effects companies generating annual turnover of £376 million and employing more than 5,000 people. However, faced with a global skills shortage, access to top-flight talent is often cited as the only barrier to growth for UK visual effects companies.

[1] Interviews were carried out with ICT, maths, arts and physics/science teachers in UK primary and secondary schools