Technology should be moved to the heart of the school curriculum, according to a far-reaching education report.

Former chief inspector of schools Mike Tomlinson's review has called for the most radical changes to teaching in 50 years, replacing GCSEs, A-levels and vocational qualifications with a new four-level diploma.

And a big part of the report is given over to improving ICT skills.

The review suggests that all 14 to 19 teaching programmes should comprise a 'core learning module' that ensures specified levels of achievement in mathematics, literacy and communication, and ICT.

No young person would be able to achieve a diploma without having acquired satisfactory levels in these subjects.

'We must ensure that all young are equipped with the knowledge skills and attributes needed for higher education, employment and adult life.'

The need for a more rigorous approach to IT teaching is recognised by those now working in IT and business.

'New entrants can use basic technology, such as keyboards and the internet. What they don't always understand are the concepts that allow workers to use IT effectively,' said Sandra Smith, head of IS at Toshiba Information Systems UK.

'It's all well-and-good knowing what a spreadsheet is - it's how do you create a working balance sheet.'

Marianne Scheer, chair of the BCS schools expert panel said school-leavers are often deficient in technology expertise.

'Children are becoming more IT literate but they're not skilled in the moderate and higher skills. Expertise like mail merging is not included,' she said.

The recent National Employers Skills Survey (NESS) showed that 30 per cent of English businesses with expertise gaps are looking to improve IT skills.

It's a common trend, says Karen Price, chief executive of e-skills UK. And employers are finding many IT workers do not have the skills necessary for the workplace.

'These skills are accumulated from the very youngest age, but require formal learning through primary, secondary and tertiary education,' she says.

'For many IT professionals, the problem is that colleges focus purely on IT skills, without teaching them the business skills that give them insight to the broader picture, and so making them more employable.'

The acquisition of broader, business skills is of particular importance, says Simon Wassall, director of recruitment specialist Harvey Nash.

'Companies need well-rounded individuals that can understand business processes. Very few people are doing IT as a specialist subject,' he said.

The UK education system, therefore, needs to prepare school leavers for the technology make-up of contemporary business.

In particular, modern-day UK plc likes it technology communicated in a softer, process-orientated manner.

'More and more, companies require people that have management and communication skills, as well as technology skills,' Wassall said.

Most businesses will need a far more flexible workforce in the future, with technology workers prepared to take on management skills.

Up to 94 per cent of respondents said communication skills will be increasingly important for their workforce in the future, according to a recent survey of 250 European senior executives by Forrester Research and IBM (Computing, September 16).

For now, the Tomlinson Report remains a blueprint and the Government is currently evaluating its recommendations.

If adopted, it's estimated the reforms will take at least 10 years to implement.

Now, then, is the time to grasp this opportunity - so young people have the skills to meet businesses future demands.

Online learning and testing technologies

Online learning and testing technologies should be used to reduce the burden on teachers, according to the Tomlinson Report.

The current education system, where at least 75 per cent of 15-year-olds attempt at least nine GCSEs, focuses upon external assessment. Awarding bodies deal with 26 million scripts a year and it's estimated that £60m is spent on moderators and examiners annually.

The Tomlinson Report suggests a move towards teacher-based assessments would reduce costs and allow teaching resources to be deployed more effectively.

The report is keen to ensure these proposals do not replace the burden of external assessment with a new burden on teaching staff.

Tomlison believes it is possible to do this by making use of elearning and e-assessment technologies.

'E-assessment should not be construed as limited to quick multiple choice testing; it has the potential to test learners in both structured and unstructured environments,' says the report.

These tests, says the report, could include both short and long answer questions, as well as video clip techniques.

'The implementation process must take account of the new opportunities which technological development permits,' continues the report.

However, the use of online learning tools in the education sector has a problematic history.

A Computing investigation into higher education programme UKeU revealed the project attracted just 900 students, subsidising distance learning to the tune of £56,000 per student.

NHSU, the corporate university for the health sector, recently cancelled a major elearning procurement project.

And an investigation has been launched into the axed Click! Sandwell project, a multi-million pound training scheme that was set-up to teach people how to use the internet.

However, Steve Molyneux believes that e-assessments in education could have a bright future.

'Electronic systems are very good at saving cash by automating processes - but the government shouldn't miss the main trick,' he said.

'E-assessments can be used within the school to provide results to students and teachers in minutes. This kind of diagnostic tool is great for providing remedial action in education.'