Will AI replace Education advisers and school inspectors?

Not as a job, but it is already doing parts of the work. Across the 97 official task statements scored for Education advisers and school inspectors (United Kingdom, SOC 2323), 36% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 47 out of 100 (range 41–53, band: partial). That is a statement about tasks, not about headcount: this measures what AI could do, not whether any employer adopts it, whether the law allows it, or whether doing the routine parts faster creates more demand for the human parts. Figures are from release 2026-q4.1.

Which tasks in “Education advisers and school inspectors” can AI already do?

The highest-scoring tasks in release 2026-q4.1 are: “Understand jargon, acronyms and specialist vocabulary within an education setting” (93/100, very high); “Define instructional, learning, or performance objectives” (93/100, very high); “Update instructor guides to reflect current information” (93/100, very high). Each score comes from five published 0–4 ratings turned into a number by a published formula, and each carries the model's one-sentence reason on the page.

Which tasks in “Education advisers and school inspectors” stay human?

About 47% of this job's task weight sits in work that scores low for AI exposure. The lowest-scoring tasks in release 2026-q4.1 are: “Teach classes on subjects related to education and career planning” (0/100, minimal); “Observe and evaluate children's performance, behaviour, social development, and physical health” (6/100, minimal); “Serve as a resource to help families and schools deal with crises, such as separation and loss” (7/100, minimal). Low scores usually mean the task needs a body in a room, a legally accountable human, or trust built in real time. Those are the three things the scoring rubric treats as gates rather than obstacles.

What should someone working in “Education advisers and school inspectors” do about AI?

Start from the ledger rather than the headline: 36% of this job's weighted core work is exposed, and roughly 47% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.

How is the AI exposure score for Education advisers and school inspectors calculated?

Each official task statement for the occupation is rated on five published 0–4 dimensions (output replicability, physical embodiment, licensed accountability, real-time human trust, and data availability) by claude-opus-5 using scoring prompt task_scoring_v1.0. The model never writes the score; a published formula turns the five ratings into a 0–100 number, so every score can be recomputed by hand. The occupation figure is the importance-weighted mean across 97 scored tasks. The prompt, the rubric, the formula and the full dataset are published at https://futureproof.collab365.com/method and https://futureproof.collab365.com/data/2026-q4.1 under CC BY 4.0.

UK dataswitch to US

Education advisers and school inspectors

advising students on academic and career choices, reviewing transcripts to ensure students meet graduation or university entrance requirements and maintaining accurate and completing student records. If that's your week, this page is about your job.

The honest answer

This job is splitting in two: defining instructional, learning or performance objectives is work AI now does quickly and cheaply, and observing and evaluating children's performance is work it can't touch.

Your move: what you can actually do about this ↓

Where the work sits, by task weight

shifting to AI: 36%
changing shape: 17%
staying human: 47%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

Whole-job exposure score 47 out of 100 (41–53 allowing for uncertainty): partial exposure, across 97 scored tasks. The number is the support for the sentence above it, not a headline about anyone’s future.

How we know this

What is measured: Every published task statement for education advisers and school inspectors is rated on five dimensions: can a model produce the output, does the work need a body in a room, does it need a legally accountable person, does it depend on a person being trusted in the moment, and how much data exists. A published formula turns those five ratings into the score; the model never writes the number.

How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.

Release: 2026-q4.1, scores computed 2026-08-04. Read the full method.

Which half fills your week decides your exposure. That is more in your control than it sounds.

Your week, as this page understands it

Education advisers and school inspectors plan, organise and direct the educational activities and resources in a local authority education area, and undertake inspections of schools and other training establishments excluding universities. The job title says “education advisers” or “school inspectors”: officially one job, two names. The real job is the part underneath: observing and evaluating children's performance. That is the thing someone has to be right about.

The exposed part of this job is specific, and we won’t pretend it is coming back. But education advisers and school inspectors is not one task. It is 97 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is observing and evaluating children's performance, and the ledger below shows exactly why.

Where the work sits, by task weight

shifting to AI: 36%
changing shape: 17%
staying human: 47%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

How we know this

How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.

Release: 2026-q4.1, scores computed 2026-08-04. Read the full method.

Your job, task by task

These are the official task statements for this occupation, in plain English, sorted by what the evidence says is happening to each one. The official wording sits under every line so you can check the rewrite against it.

2 rows are marked low confidence, so treat them as a ballpark rather than a fine measurement.
37 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.

Shifting to AI

35 tasks

Tasks today’s tools can already do most of. This is the part we will not soften: where these rows are the bulk of your week, the week changes.

Collecting and analysing data to evaluate the effectiveness of academic programmes
This is reading one thing and writing another: data in, a record out. That is the shape today's tools are built for.
importance 80 · 2323/02
Source: “Collect and analyse data to evaluate the effectiveness of academic programmes.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Pulling programme data together and judging what it shows is standard analysis software does thoroughly and quickly.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Advising on educational policies
This is reading one thing and writing another: educational policies in, a record out. That is the shape today's tools are built for.
importance 80 · 2323/02
Source: “Advise on educational policies.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (60–68 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Education policy is extensively published and debated, so software drafts well-argued advice for a person to sharpen.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Defining instructional, learning or performance objectives
This is reading one thing and writing another: instructional, learning or performance objectives in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Define instructional, learning, or performance objectives.” (UK task statement)
How this row was scored
Exposure score: 93 out of 100 (89–97 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Writing learning objectives follows well-known patterns and software produces them at the quality a specialist would accept.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Compiling occupational, educational and economic information for clients
This is reading one thing and writing another: occupational, educational and economic information in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/01
Source: “Compile occupational, educational, and economic information for clients.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Pulling together job, course and pay information is desk research with plenty of published data behind it.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.

Changing shape

16 tasks

Tasks where the machine takes the producing and a person keeps the checking, the deciding, or the answering-for-it. For most jobs this is the biggest group, and it is where "transformation, not termination" is literally visible.

Determining priorities and resource needs for pupils
The software now makes the first pass at priorities, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2323/01
Source: “Determine priorities and resource needs for pupils.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Ranking needs and working out what resources they take is largely number work that software handles well from school records.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Evaluating curricula and teaching methods for school systems
The software now makes the first pass at curricula, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2323/02
Source: “Evaluate curricula and teaching methods for school systems.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Evaluating curricula and teaching methods is analysis of well-documented material that software supports strongly.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Disseminating and sharing best practices in educational settings
The software now makes the first pass at best practices, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2323/01
Source: “Disseminate and share best practices in educational settings.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Writing up and circulating good practice is straightforward for software; getting schools to take it on still needs a person.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.

Staying human

46 tasks

Tasks that stay with a person, because they happen in the physical world, because the rules need someone accountable, or because the value is that a specific person does them.

Advising students on academic and career choices
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 85 · 2323/01
Source: “Advise students on academic and career choices.” (UK task statement)
How this row was scored
Exposure score: 32 out of 100 (28–36 allowing for uncertainty): low exposure, high confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Good advice on choices rests on knowing the pupil and being someone they trust.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Identifying and responding to the needs of students and educational institutions
The value here is that a specific person handles the needs of students and stands behind it. That is earned, not computed.
importance 85 · 2323/01
Source: “Identify and respond to the needs of students and educational institutions.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Software can sift the data behind a need, but judging what a particular school or pupil actually requires still leans on people who know them.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Collaborating with teachers, education leaders and learning organisations to enhance educational outcomes
The value here is that a specific person handles teachers, education leaders and learning organisations and stands behind it. That is earned, not computed.
importance 85 · 2323/01
Source: “Collaborate with teachers, education leaders, and learning organisations to enhance educational outcomes.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Joint working with schools runs on relationships built face to face, though software can prepare the papers and write up the actions.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.

Show the other 87 tasks

Understanding jargon, acronyms and specialist vocabulary within an education setting
shifting to AI
This is reading one thing and writing another: jargon, acronyms and specialist vocabulary within an education in, a record out. That is the shape today's tools are built for.
importance 60 · 2323/01
Source: “Understand jargon, acronyms and specialist vocabulary within an education setting.” (UK task statement)
How this row was scored
Exposure score: 93 out of 100 (89–97 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Understanding education jargon and acronyms is pure knowledge work, and language models handle it very reliably.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Updating instructor guides to reflect current information
shifting to AI
This is reading one thing and writing another: instructor guides in, a record out. That is the shape today's tools are built for.
importance 60 · 2323/02
Source: “Update instructor guides to reflect current information.” (UK task statement)
How this row was scored
Exposure score: 93 out of 100 (89–97 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Updating instructor guides so they match current information is document maintenance software does very reliably.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Designing educational aids for stand-alone or instructor-led classroom or online
shifting to AI
This is reading one thing and writing another: educational aids in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Design educational aids for stand-alone or instructor-led classroom or online use.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Producing teaching aids for classroom or online use is content creation, which software does quickly and well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Researching and developing new topics
shifting to AI
This is reading one thing and writing another: new topics in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Research and develop new topics, courses and teaching materials, including online resources.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Researching topics and writing course material is reading and writing, which AI does quickly and well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Researching and evaluating emerging instructional technologies or methods
shifting to AI
This is reading one thing and writing another: instructional technologies in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Research and evaluate emerging instructional technologies or methods.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Researching and comparing learning technologies is reading and summarising, which AI does quickly and well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Updating the content of educational programmes to ensure training with current technology
shifting to AI
This is reading one thing and writing another: the content of educational programmes in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Update the content of educational programmes to ensure training with current technology.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Refreshing course content to match current technology is writing and updating, an obvious strength of software.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Developing handouts as teaching materials for various educational subjects
shifting to AI
This is reading one thing and writing another: handouts in, a record out. That is the shape today's tools are built for.
importance 60 · 2323/02
Source: “Develop handouts as teaching materials for various educational subjects.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Handouts draw on well-documented subject content, which AI shapes into classroom-ready material.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Developing lesson plans to structure practical training sessions
shifting to AI
This is reading one thing and writing another: lesson plans in, a record out. That is the shape today's tools are built for.
importance 60 · 2323/02
Source: “Develop lesson plans to structure practical training sessions.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Writing a structured plan for a training session is document work software drafts to a usable standard.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Revising lesson plans to enhance learning
shifting to AI
This is reading one thing and writing another: lesson plans in, a record out. That is the shape today's tools are built for.
importance 60 · 2323/02
Source: “Revise lesson plans to enhance learning.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Rewriting lesson plans is document work AI handles quickly.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Reviewing transcripts to ensure students meet graduation or university entrance requirements
shifting to AI
This is reading one thing and writing another: transcripts in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/01
Source: “Review transcripts to ensure students meet graduation or university entrance requirements.” (UK task statement)
How this row was scored
Exposure score: 81 out of 100 (77–85 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Checking a transcript against published entry requirements is precise, rule-based work software does quickly and accurately.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Maintaining accurate and completing student records
shifting to AI
This is reading one thing and writing another: accurate in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/01
Source: “Maintain accurate and complete student records as required by laws, local authority policies, and administrative regulations.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Keeping the required pupil records is routine document work that school systems and AI handle well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Preparing reports on pupils and activities as required by administration
shifting to AI
This is reading one thing and writing another: reports in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/01
Source: “Prepare reports on pupils and activities as required by administration.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Writing up reports from existing records is exactly the kind of document work AI does well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Studying information to assist in vocational and educational objectives
shifting to AI
This is reading one thing and writing another: information in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/01
Source: “Study information to assist in vocational and educational objectives.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Reading round a subject to inform careers and study choices is desk research software can do quickly.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Writing letters of recommendation for students
shifting to AI
This is reading one thing and writing another: letters of recommendation in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/01
Source: “Write letters of recommendation for students.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: A recommendation letter is easy to draft, but its value comes from the writer knowing the student.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Assisting in developing alternative plans or recommendations for programmes or projects
shifting to AI
This is reading one thing and writing another: developing alternative plans in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Assist in developing alternative plans or recommendations for programmes or projects.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Drafting alternative plans and recommendations is written analysis software produces well for officers to refine.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Designing learning products, including Web-based aids or electronic performance support systems
shifting to AI
This is reading one thing and writing another: products, including web-based aids or electronic performance support in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Design learning products, including Web-based aids or electronic performance support systems.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Web-based learning tools are built from documented patterns, though testing them with real users still matters.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Developing measurement tools to evaluate the effectiveness of instruction or training interventions
shifting to AI
This is reading one thing and writing another: measurement tools in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Develop measurement tools to evaluate the effectiveness of instruction or training interventions.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Designing tests and surveys to measure whether training worked is a well documented craft software can draft.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Planning teacher training programmes on new classroom procedures and materials
shifting to AI
This is reading one thing and writing another: teacher training programmes in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Plan teacher training programmes on new classroom procedures and materials.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Planning a training programme is written design work, and software produces solid drafts from the aims and materials.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Preparing recommendations on educational materials for schools
shifting to AI
This is reading one thing and writing another: recommendations in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Prepare recommendations on educational materials for schools.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Comparing and recommending teaching materials is research and writing, which software does at a usable standard.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Providing analytical support for developing learning strategies
shifting to AI
This is reading one thing and writing another: analytical support in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Provide analytical support for developing learning strategies.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Analytical support for learning strategy is data and evidence work that software handles well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Considering feasibility and costs when recommending changes to delivery methods
shifting to AI
This is reading one thing and writing another: feasibility in, a record out. That is the shape today's tools are built for.
importance 60 · 2323/02
Source: “Consider feasibility and costs when recommending changes to delivery methods.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Weighing cost and practicality of different delivery methods is a costing exercise software can model.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Developing individual lesson plans tailored to pupils' needs
shifting to AI
This is reading one thing and writing another: individual lesson plans in, a record out. That is the shape today's tools are built for.
importance 60 · 2323/02
Source: “Develop individual lesson plans tailored to pupils' needs.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Lesson planning is one of the tasks teachers already use AI for most successfully.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Editing educational simulation exercises for improved learning outcomes
shifting to AI
This is reading one thing and writing another: educational simulation exercises in, a record out. That is the shape today's tools are built for.
importance 60 · 2323/02
Source: “Edit educational simulation exercises for improved learning outcomes.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Editing simulation exercises for clarity and learning value is text work software does to a usable standard.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Modifying tests to accurately assess knowledge
shifting to AI
This is reading one thing and writing another: tests in, a record out. That is the shape today's tools are built for.
importance 60 · 2323/02
Source: “Modify tests to accurately assess knowledge.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Rewriting test questions so they measure the right thing is well documented work software drafts reliably.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Advising on courseware standards
shifting to AI
This is reading one thing and writing another: courseware standards in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Advise on courseware standards.” (UK task statement)
How this row was scored
Exposure score: 70 out of 100 (63–77 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Courseware standards are published and technical, so software can advise against them with light checking.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.
Developing master course documentation or manuals to comply with accreditation
shifting to AI
This is reading one thing and writing another: master course documentation in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Develop master course documentation or manuals to comply with accreditation, certification, or other requirements.” (UK task statement)
How this row was scored
Exposure score: 66 out of 100 (62–70 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Course manuals for accreditation follow set formats, so software drafts them and a person signs them off.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Preparing or approving manuals and guidelines on regional educational policies for school districts
shifting to AI
This is reading one thing and writing another: manuals in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Prepare or approve manuals and guidelines on regional educational policies for school districts.” (UK task statement)
How this row was scored
Exposure score: 66 out of 100 (59–73 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Policy manuals follow familiar structures that software drafts well, though a named officer approves them.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Ordering or authorising the purchase of equipment and visual aids for educational purposes
shifting to AI
This is reading one thing and writing another: the purchase of equipment in, a record out. That is the shape today's tools are built for.
importance 60 · 2323/02
Source: “Order or authorise the purchase of equipment and visual aids for educational purposes.” (UK task statement)
How this row was scored
Exposure score: 66 out of 100 (59–73 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Specifying and ordering equipment is routine purchasing, though someone with budget authority must approve it.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Analysing clients' problems and devise educational theory-based solutions
shifting to AI
This is reading one thing and writing another: clients' problems in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/01
Source: “Analyse clients' problems and devise educational theory-based solutions.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Diagnosing a client's difficulty and proposing a research-based approach is written analysis, which software drafts well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Assisting in the revision of school programmes and preparation of master timetables for curriculum offerings
shifting to AI
This is reading one thing and writing another: the revision of school programmes in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/01
Source: “Assist in the revision of school programmes and preparation of master timetables for curriculum offerings.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Rebuilding programmes and timetables is a constraints puzzle that software is good at, with staff checking the result.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Recommending changes to curricula based on instructional effectiveness data and performance requirements
shifting to AI
This is reading one thing and writing another: changes in, a record out. That is the shape today's tools are built for.
importance 70 · 2323/02
Source: “Recommend changes to curricula based on instructional effectiveness data and performance requirements.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Reading effectiveness data and suggesting curriculum changes is analysis and writing that software does well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Planning programmes to prevent substance abuse and combat social problems
changing shape
The software now makes the first pass at programmes, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 60 · 2323/01
Source: “Plan programmes to prevent substance abuse and combat social problems.” (UK task statement)
How this row was scored
Exposure score: 58 out of 100 (51–65 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Prevention programme plans can be drafted by machine, though what fits a community needs local judgement.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Referring clients to other services
changing shape
The software now makes the first pass at clients, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 60 · 2323/01
Source: “Refer clients to other services.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Matching a need to the right service and writing the referral is well-documented work software drafts reliably.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Advising on implementation of national and government programmes and procedures
changing shape
The software now makes the first pass at implementation of national, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 75 · 2323/02
Source: “Advise on implementation of national and government programmes and procedures.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Advising on how to roll out a national programme is document-based work with published guidance behind it.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Providing career information to individuals for educational or vocational planning
changing shape
The software now makes the first pass at career information, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 75 · 2323/01
Source: “Provide career information to individuals for educational or vocational planning.” (UK task statement)
How this row was scored
Exposure score: 53 out of 100 (46–60 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Careers information is well documented, though people often want to talk it through.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Referring students to degree programmes based on interests
changing shape
The software now makes the first pass at students, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 70 · 2323/01
Source: “Refer students to degree programmes based on interests, aptitudes, or educational assessments.” (UK task statement)
How this row was scored
Exposure score: 53 out of 100 (46–60 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Matching interests and results to suitable courses is exactly the sort of matching software does well, with a conversation to confirm it.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Referring qualified counselees to employment services for job placement
changing shape
The software now makes the first pass at qualified counselees, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 65 · 2323/01
Source: “Refer qualified counselees to employment services for job placement.” (UK task statement)
How this row was scored
Exposure score: 53 out of 100 (46–60 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Matching someone to the right service is largely a documented, rule-based job.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Effectivelying communicate ideas and solutions to stakeholders
changing shape
The software now makes the first pass at communicate ideas, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 60 · 2323/01
Source: “Effectively communicate ideas and solutions to stakeholders.” (UK task statement)
How this row was scored
Exposure score: 53 out of 100 (46–60 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Software drafts clear explanations easily, but stakeholders are persuaded by a person they know in the room.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Gathering best practices in educational settings
changing shape
The software now makes the first pass at best practices, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2323/01
Source: “Gather best practices in educational settings.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Finding and summarising what works elsewhere is well suited to software, though some of it is picked up on school visits.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Monitoring pupils' performance and recording relevant data to assess progress
changing shape
The software now makes the first pass at pupils' performance, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2323/01
Source: “Monitor pupils' performance and record relevant data to assess progress.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (44–52 allowing for uncertainty): partial exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Recording and tracking pupil progress is data work that software handles well.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Planning and promoting career and employment-related programmes and events
changing shape
The software now makes the first pass at career, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 2323/01
Source: “Plan and promote career and employment-related programmes and events, including career planning presentations, work experience programmes, job fairs, and career workshops.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Planning and publicising careers events is standard organising and writing work, though the events themselves happen in person.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Planning orientation programmes and group conferences to promote the adjustment of individuals to new life experiences
changing shape
The software now makes the first pass at orientation programmes, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 2323/01
Source: “Plan orientation programmes and group conferences to promote the adjustment of individuals to new life experiences, such as starting university.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Planning an orientation programme is organising and writing work that software supports well.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Conducting needs assessments to develop the basis for curriculum development
changing shape
The software now makes the first pass at needs assessments, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 75 · 2323/02
Source: “Conduct needs assessments to develop the basis for curriculum development.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Needs assessments are mostly surveys and data analysis, which software handles, with some school visits to check.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Interviewing subject-matter experts to develop instructional content
changing shape
The software now makes the first pass at subject-matter experts, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 60 · 2323/02
Source: “Interview subject-matter experts to develop instructional content.” (UK task statement)
How this row was scored
Exposure score: 40 out of 100 (33–47 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Software can prepare questions and write up notes, but the interview itself depends on a live exchange with the expert.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Assisting in student recruitment, enrolment and placement activities
staying human
The value here is that a specific person handles student recruitment, enrolment and placement activities and stands behind it. That is earned, not computed.
importance 75 · 2323/01
Source: “Assist in student recruitment, enrolment, and placement activities.” (UK task statement)
How this row was scored
Exposure score: 39 out of 100 (32–46 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Enrolment admin follows set steps software handles, though applicants often want to speak to someone.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Educating individuals and groups on available financial assistance for college or university students
staying human
The value here is that a specific person handles individuals and stands behind it. That is earned, not computed.
importance 70 · 2323/01
Source: “Educate individuals and groups on available financial assistance for college or university students.” (UK task statement)
How this row was scored
Exposure score: 39 out of 100 (32–46 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Funding rules are published and easy to explain, but sessions are usually delivered in person.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Presenting and making recommendations regarding course design
staying human
The value here is that a specific person handles recommendations regarding course design and stands behind it. That is earned, not computed.
importance 70 · 2323/02
Source: “Present and make recommendations regarding course design, technology, and instruction delivery options.” (UK task statement)
How this row was scored
Exposure score: 39 out of 100 (32–46 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: The options can be researched and written up, but recommendations land through discussion with the people affected.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Evaluating primary school programmes in collaboration with other teachers and administrators
staying human
The ratings behind this row put primary school programmes well outside what today's tools can do on their own.
importance 75 · 2323/01
Source: “Evaluate primary school programmes in collaboration with other teachers and administrators.” (UK task statement)
How this row was scored
Exposure score: 37 out of 100 (30–44 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: AI can analyse the evidence, but the judgement is reached jointly by staff who know the school.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Administering ability or personality tests to assess individuals' traits
staying human
The rules require a named, qualified person to answer for ability, and that person cannot be a piece of software.
importance 60 · 2323/01
Source: “Administer ability or personality tests to assess individuals' traits.” (UK task statement)
How this row was scored
Exposure score: 36 out of 100 (29–43 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; someone qualified has to answer for it.
The rating behind it: Standardised tests are routinely delivered and scored by computer, though a qualified test user must oversee and interpret them.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 2/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Interpreting and enforcing provisions of national education codes and regulations
staying human
The rules require a named, qualified person to answer for provisions of national education codes, and that person cannot be a piece of software.
importance 80 · 2323/02
Source: “Interpret and enforce provisions of national education codes and regulations.” (UK task statement)
How this row was scored
Exposure score: 36 out of 100 (29–43 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; someone qualified has to answer for it.
The rating behind it: Reading the rules is easy for software, but enforcing them is an official act reserved for an appointed inspector.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 2/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Advising on assistive devices for disabled students to support career and educational planning
staying human
The value here is that a specific person handles assistive devices and stands behind it. That is earned, not computed.
importance 70 · 2323/01
Source: “Advise on assistive devices for disabled students to support career and educational planning.” (UK task statement)
How this row was scored
Exposure score: 34 out of 100 (27–41 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Assistive technology options are well documented, but matching one to a particular student usually means meeting them.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Advising employees on educational work-related issues to support career development
staying human
The value here is that a specific person handles employees and stands behind it. That is earned, not computed.
importance 80 · 2323/01
Source: “Advise employees on educational work-related issues to support career development.” (UK task statement)
How this row was scored
Exposure score: 32 out of 100 (25–39 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Career conversations work because the person trusts the adviser; software can supply the facts but not the relationship.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Assessing clients' needs
staying human
The value here is that a specific person handles clients' needs and stands behind it. That is earned, not computed.
importance 65 · 2323/01
Source: “Assess clients' needs for assistance such as rehabilitation, financial aid, or vocational training.” (UK task statement)
How this row was scored
Exposure score: 31 out of 100 (24–38 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Assessing what someone needs follows known frameworks, but the useful answer depends on their circumstances and a conversation.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Establishing peer-tutoring programmes to enhance academic achievement
staying human
The value here is that a specific person handles programmes and stands behind it. That is earned, not computed.
importance 70 · 2323/01
Source: “Establish peer-tutoring programmes to enhance academic achievement.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: The design of a peer-tutoring scheme can be drafted quickly, but recruiting and pairing real pupils is people work.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Providing training to teachers and other education professionals
staying human
The value here is that a specific person handles teachers and stands behind it. That is earned, not computed.
importance 70 · 2323/01
Source: “Provide training to teachers and other education professionals.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Training material writes itself well enough, but running a session for teachers depends on reading the room live.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Serving on committees to contribute to educational policy and curriculum development
staying human
The value here is that a specific person handles committees and stands behind it. That is earned, not computed.
importance 70 · 2323/01
Source: “Serve on committees to contribute to educational policy and curriculum development.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: AI can draft policy papers, but committee work is people arguing things out together.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Adhering to a professional Code of Ethics in coaching
staying human
The ratings behind this row put a professional code of ethics well outside what today's tools can do on their own.
importance 50 · 2323/01
Source: “Adhere to a professional Code of Ethics in coaching.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (18–42 allowing for uncertainty): low exposure, low confidence.
Why it sits in this group: the same decision, made over and over.
The rating behind it: This describes how someone conducts themselves rather than something produced, so it is not work software can take on.
The five ratings: output a model can produce 1/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Adapting teaching techniques to the age and skill levels of students
staying human
The value here is that a specific person handles techniques and stands behind it. That is earned, not computed.
importance 60 · 2323/02
Source: “Adapt teaching techniques to the age and skill levels of students.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Software adapts materials for different ages well, but pitching it right in the moment depends on the person teaching.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Teaching instructors to integrate technology with teaching
staying human
The value here is that a specific person handles instructors and stands behind it. That is earned, not computed.
importance 60 · 2323/02
Source: “Teach instructors to integrate technology with teaching.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Guides and examples are easy to generate, but showing teachers how to use technology works best person to person.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Coordinating distribution of educational materials and equipment in curriculum libraries and laboratories
staying human
This work happens in the physical world: distribution of educational materials, in a real place. Software cannot follow it there.
importance 60 · 2323/02
Source: “Coordinate distribution of educational materials and equipment in curriculum libraries and laboratories.” (UK task statement)
How this row was scored
Exposure score: 29 out of 100 (22–36 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Tracking what goes where is easy for software, but the materials and equipment still have to be physically moved.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Advising students with adjustment or academic problems
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 80 · 2323/01
Source: “Advise students with adjustment or academic problems.” (UK task statement)
How this row was scored
Exposure score: 28 out of 100 (24–32 allowing for uncertainty): low exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Helping a struggling pupil turns on a trusted relationship built up face to face over time.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Advising individuals on behavioural problems for better educational or work outcomes
staying human
The value here is that a specific person handles individuals and stands behind it. That is earned, not computed.
importance 75 · 2323/01
Source: “Advise individuals on behavioural problems for better educational or work outcomes.” (UK task statement)
How this row was scored
Exposure score: 28 out of 100 (24–32 allowing for uncertainty): low exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Advice about behaviour only lands if the young person trusts the adviser, which a screen cannot supply.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Assessing employee performance and suggest ways to improve work
staying human
The value here is that a specific person handles employee performance and stands behind it. That is earned, not computed.
importance 60 · 2323/02
Source: “Assess employee performance and suggest ways to improve work.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Judging how someone is doing at work depends on watching them and knowing them, not on records alone.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Advising students on addressing educational problems
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 80 · 2323/01
Source: “Advise students on addressing educational problems.” (UK task statement)
How this row was scored
Exposure score: 24 out of 100 (17–31 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Advice on study problems works because a student opens up to someone they trust.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Discussing children's progress with parents and carers
staying human
The value here is that a specific person handles children's progress and stands behind it. That is earned, not computed.
importance 75 · 2323/01
Source: “Discuss children's progress with parents and carers.” (UK task statement)
How this row was scored
Exposure score: 24 out of 100 (17–31 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Progress reports draft easily, but the conversation with a parent about their child depends on trust between people.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Providing guidance on maintaining mental health through personalised strategies
staying human
The value here is that a specific person handles guidance and stands behind it. That is earned, not computed.
importance 70 · 2323/01
Source: “Provide guidance on maintaining mental health through personalised strategies.” (UK task statement)
How this row was scored
Exposure score: 24 out of 100 (17–31 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: General strategies are easy to set out, but personal mental health support depends on trust with the individual.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Teaching conflict resolution techniques to students and staff
staying human
The value here is that a specific person handles conflict resolution techniques and stands behind it. That is earned, not computed.
importance 60 · 2323/01
Source: “Teach conflict resolution techniques to students and staff.” (UK task statement)
How this row was scored
Exposure score: 24 out of 100 (17–31 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: The techniques are well documented, but teaching them works through live practice with the group in front of you.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Establishing contacts with employers to create internship and employment opportunities for students
staying human
The value here is that a specific person handles contacts and stands behind it. That is earned, not computed.
importance 70 · 2323/01
Source: “Establish contacts with employers to create internship and employment opportunities for students.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Employer links are built on personal contacts and follow-up over time.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Manage professional staff to ensure quality service and support
staying human
The value here is that a specific person handles professional staff and stands behind it. That is earned, not computed.
importance 60 · 2323/01
Source: “Manage professional staff to ensure quality service and support.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Managing professionals rests on trust and judgement built with those individuals.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Assessing effectiveness of teaching based on educational technology use and student learning
staying human
This work happens in the physical world: effectiveness, in a real place. Software cannot follow it there.
importance 80 · 2323/02
Source: “Assess effectiveness of teaching based on educational technology use and student learning.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Judging teaching quality rests on watching lessons in the room; software can only help analyse the evidence afterwards.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Addressing community groups, faculty and staff members to explain available counselling services
staying human
This work happens in the physical world: community groups, faculty and staff members, in a real place. Software cannot follow it there.
importance 70 · 2323/01
Source: “Address community groups, faculty, and staff members to explain available counselling services.” (UK task statement)
How this row was scored
Exposure score: 20 out of 100 (13–27 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Standing in front of a group to explain what the service offers is a person's job.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Training professional staff and interns
staying human
This work happens in the physical world: professional staff, in a real place. Software cannot follow it there.
importance 60 · 2323/01
Source: “Train professional staff and interns.” (UK task statement)
How this row was scored
Exposure score: 20 out of 100 (13–27 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Training staff is usually done with them in the room, though materials can be prepared in advance.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Instructing teachers through activities like in-service seminars
staying human
This work happens in the physical world: teachers, in a real place. Software cannot follow it there.
importance 70 · 2323/02
Source: “Instruct teachers through activities like in-service seminars.” (UK task statement)
How this row was scored
Exposure score: 20 out of 100 (13–27 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Materials for a training day are easy to produce, but running the session with teachers happens in the room.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Attending conferences and seminars for professional development
staying human
This work happens in the physical world: conferences, in a real place. Software cannot follow it there.
importance 50 · 2323/01
Source: “Attend conferences and seminars for professional development.” (UK task statement)
How this row was scored
Exposure score: 17 out of 100 (10–24 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world.
The rating behind it: Attending in person is the point of it, even where sessions are also available online.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Attending workshops or other training sessions to learn about new tools or methods
staying human
This work happens in the physical world: workshops, in a real place. Software cannot follow it there.
importance 50 · 2323/01
Source: “Attend workshops or other training sessions to learn about new tools or methods.” (UK task statement)
How this row was scored
Exposure score: 17 out of 100 (5–29 allowing for uncertainty): minimal exposure, low confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world.
The rating behind it: Attending a session to learn something is a person spending their own time.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Addressing public audiences to explain programme objectives and to elicit support
staying human
This work happens in the physical world: public audiences, in a real place. Software cannot follow it there.
importance 50 · 2323/02
Source: “Address public audiences to explain programme objectives and to elicit support.” (UK task statement)
How this row was scored
Exposure score: 16 out of 100 (9–23 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: A speech can be drafted in seconds, but winning a public audience over depends on a person standing in front of them.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Encouraging students to explore learning opportunities to prepare for later years
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 75 · 2323/01
Source: “Encourage students to explore learning opportunities to prepare for later years.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (6–20 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Getting a young person to try something new works through encouragement from someone whose opinion they value.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Encouraging students to persevere with challenging tasks to prepare for later years
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 75 · 2323/01
Source: “Encourage students to persevere with challenging tasks to prepare for later years.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (6–20 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Encouraging a young person to stick with something hard works through a relationship with someone they know.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Providing assistive devices and supportive technology
staying human
This work happens in the physical world: assistive devices, in a real place. Software cannot follow it there.
importance 60 · 2323/01
Source: “Provide assistive devices and supportive technology.” (UK task statement)
How this row was scored
Exposure score: 12 out of 100 (5–19 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Choosing equipment can be researched, but fitting it and showing someone how to use it happens in person.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Participating in workshops, committees and conferences to promote students' welfare
staying human
This work happens in the physical world: workshops, committees and conferences, in a real place. Software cannot follow it there.
importance 60 · 2323/02
Source: “Participate in workshops, committees, and conferences to promote students' welfare.” (UK task statement)
How this row was scored
Exposure score: 9 out of 100 (2–16 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Taking part in committees and conferences is about being present and building influence, which software cannot do for you.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Resolving behavioural problems to enhance student well-being and success
staying human
This work happens in the physical world: behavioural problems, in a real place. Software cannot follow it there.
importance 75 · 2323/01
Source: “Resolve behavioural problems to enhance student well-being and success.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (1–15 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Sorting out behaviour needs someone present who knows the child and has built a relationship with them.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Enforcing behavioural policies to promote positive conduct
staying human
This work happens in the physical world: behavioural policies, in a real place. Software cannot follow it there.
importance 70 · 2323/01
Source: “Enforce behavioural policies to promote positive conduct.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (1–15 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Applying behaviour policies depends on adults present with the young people and known to them.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Identifying cases of domestic abuse or family issues
staying human
The rules require a named, qualified person to answer for cases of domestic abuse, and that person cannot be a piece of software.
importance 60 · 2323/01
Source: “Identify cases of domestic abuse or family issues.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (1–15 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Spotting abuse depends on noticing small signs in a real child, and UK safeguarding rules put a named person in charge.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 1/4.
Attending conferences, seminars and training sessions to stay informed about field developments
staying human
This work happens in the physical world: conferences, seminars and training sessions, in a real place. Software cannot follow it there.
importance 50 · 2323/01
Source: “Attend conferences, seminars, and training sessions to stay informed about field developments.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (1–15 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Attending conferences and training is about being there and meeting people in the field.
The five ratings: output a model can produce 0/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Serving as a resource to help families and schools deal with crises
staying human
The value here is that a specific person handles a resource and stands behind it. That is earned, not computed.
importance 60 · 2323/01
Source: “Serve as a resource to help families and schools deal with crises, such as separation and loss.” (UK task statement)
How this row was scored
Exposure score: 7 out of 100 (3–11 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Helping a family through separation or loss is entirely about a person being there for them.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 4/4 · how much data exists 1/4.
Observing and evaluating children's performance
staying human
This work happens in the physical world: children's performance, in a real place. Software cannot follow it there.
importance 75 · 2323/01
Source: “Observe and evaluate children's performance, behaviour, social development, and physical health.” (UK task statement)
How this row was scored
Exposure score: 6 out of 100 (0–13 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Judging how a child is developing means watching them over time in person, which cannot be done at a screen.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Teaching classes on subjects related to education and career planning
staying human
This work happens in the physical world: classes, in a real place. Software cannot follow it there.
importance 60 · 2323/01
Source: “Teach classes on subjects related to education and career planning.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Teaching a class means standing in front of pupils and responding to them.
The five ratings: output a model can produce 2/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.

What this job pays, and how many people do it

Median pay: £44,500a year, before tax, the middle of the range, so half earn more and half earn less.ashe-t14, 2025 · ASHE 2025 provisional (reference April 2025)Provisional, because the ONS revises this figure in the autumn.
How we know this
Source: ashe-t14
Reference period: ASHE 2025 provisional (reference April 2025)
Rounding: Shown to the nearest £100. The exact published figure is in the downloadable dataset. We do not render pounds the survey cannot support.
People doing this job: 39,000in the UK, 2026.nomis-aps · Apr 2025-Mar 2026 (latest APS 12-month period)This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.

What is deliberately not here: a forecast of how many of these jobs exist in ten years. Where an official projection exists for a market we publish it with its vintage; where it does not, we leave the space empty rather than borrow the other country’s number.

Why this is shifting

The reason is boringly specific. Most of what is shifting here is reading one thing and writing another: instructional, learning or performance objectives in, a record out. The rows above are exactly that shape: defining instructional, learning or performance objectives and collecting and analysing data to evaluate the effectiveness of academic programmes. What it cannot do is be there in the room, and that is still where children's performance gets done. Which is why this page talks about your tasks changing, not your job ending.

Your move

Over a pint: what I’d tell you if you were my friend

Your week is splitting in two, and which half fills it is the whole question. Defining instructional, learning or performance objectives is going; observing and evaluating children's performance is not.

So, given all that: 36% of this job's task weight sits in rows the software is already learning, 17% in rows that change shape rather than disappear, and 47% in rows it is nowhere near. That is the position, measured across 97 scored tasks. It is not a forecast about you.

The occupation is an average and you are not, so the first job below is finding out where your own week actually sits.

This week: one thing

Print the task ledger above and put your own hours next to each row. Roughly, in pen, in one sitting. Then look at which group your hours actually pile up in. Twenty minutes, this week.

What you end up holding: your own week, on one page, sorted into what is shifting and what is not
How long it takes: about twenty minutes

If printing it isn’t practical: Read the rows off this page and write the same list on the back of an envelope. Same twenty minutes, same page, and it works just as well said out loud to someone who knows the job. The point is your hours next to the rows, not the paper it is on.

Over the next 90 days

Volunteer toward the durable end, visibly. Over the next ninety days put your hand up for the work in the bottom group (observing and evaluating children's performance) and let people see you doing it. Not a new project: the same job, with your mix deliberately tilted. The point is that when the rota or the reorganisation comes, the version of you people picture is the one doing the part that stays.

Over the next 12 months

Claim a specialism at the durable end and let the other end go. Over a year, deliberately become the person who handles observing and evaluating children's performance, and deliberately stop being the first choice for the rows in the top group. That trade costs something, because the exposed work is often the comfortable work. Decide it on purpose rather than by drift. Before you pay for anything, spend an hour with National Careers Service. It is free and government-funded, and it is listed below with the rest of the free routes.

The roads out of here, and why I am not sending you down them

I looked at the obvious moves out of this job, and here is what I found.

I checked the 12 nearest UK occupations to education advisers and school inspectors (nearest by the work that AI is not taking, not by job title), and none of them survived. The closest was careers advisers and vocational guidance specialists: only about 10% of its durable work is work you already do and it pays 27.2% less. Your own job splits about 36/64: that share of the list sits in the top exposure band and the rest does not. On this evidence the honest move is inside the job rather than out of it. Become the person who owns “advise students on academic and career choices”, and let the exposed end go.

How that was checked: this job was compared against all 412 UK occupations in this release on their official task statements, and the 12 nearest were examined one by one. A move that turns on an industry, an employer or a qualification rather than on the work itself will not show up in a check like that. And this release carries no licence register, so anything you are weighing needs that looked up separately.

3 moves I checked and rejected

These are the obvious-looking jumps. They are here with their reasons rather than quietly dropped, because the ones that fail are worth knowing about. It is one less thing to turn over at night.

Careers advisers and vocational guidance specialists
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “provide guidance on maintaining mental health through personalised strategies”. Across the whole of both lists that adds up to about 10% of the work in that job the software is not taking.
Why I am not recommending it: You would be starting most of it from nothing: about 10% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on. It is a pay cut, in those words: £32,418 against your £44,549, 27.2% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →
Customer service occupations n.e.c.
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “advise students on addressing educational problems”. Across the whole of both lists that adds up to about 8% of the work in that job the software is not taking.
Why I am not recommending it: Almost none of it is work you already do: about 8% of the durable side of that job. That is a different job, not a next step. It is a pay cut, in those words: £27,848 against your £44,549, 37.5% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →
Education managers
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “evaluate curricula and teaching methods for school systems”. Across the whole of both lists that adds up to about 7% of the work in that job the software is not taking.
Why I am not recommending it: Almost none of it is work you already do: about 7% of the durable side of that job. That is a different job, not a next step.
Look at that job’s page anyway →

What I’d stop worrying about

A friend tells you what not to spend fear on. This is that list.

The headline number you read somewhere
The big “X% of jobs” figures are about the whole economy, not about you. The number that describes your job is on this page: 36% of its task weight, across 97 scored tasks. Every row behind it is printed above with the source. Check ours; ignore theirs.
The whole-job doom story
Nothing on this page says this job ends. It says the mix inside it moves. Half the rows above are unchanged or changing shape, and the plan is about which half your week sits in. That is a very different problem, and a solvable one.
Panic-buying a course
Do the twenty-minute sorting exercise first. Most people who buy a course before they have done it buy the wrong one, and the free services listed below will tell you the same thing without charging for it.
The “obvious” next job everyone suggests
I checked the obvious moves and most of them did not survive. The reasons are printed with the routes above, including the pay and the gate. A move that fails on the numbers is worth knowing about so you can stop turning it over at night.

You are reading the United Kingdom figures

The United States splits this work across more than one official group, of which Instructional Coordinators is the closest. The pay and employment figures are not directly comparable, and we do not average them together.

Switch to the United States page →partial match

In US official statistics this job is counted as Instructional Coordinators. Pay and employment stay on this page’s own group; the task list and the scores do not cross over.

Your route through this

Where to go next, and what it costs

Free, and complete

The moves above cost nothing. These are the real services that go with them: public, government-funded, and free at the point of use. Nothing on this page is behind an email address or a payment.

In England:
National Careers Service
A free hour with a government-funded careers adviser is worth more than another evening of reading. In England that's the National Careers Service.
Free, government-funded
- Discover your skills and careers (the skills assessment)
In England:
National Careers Service - Find a course
Search what's actually running near you before you spend anything.
Free to search; individual courses vary
In England:
Free courses for jobs (Level 3 qualifications)
A free Level 3 qualification you already qualify for beats a paid course you don't need.
Free for eligible adults
In England:
Skills Bootcamps
Free, up to 16 weeks, and you get a job interview at the end. In England these are Skills Bootcamps - search what's running near you.
Free for eligible adults in England
- Skills Bootcamps - what they are and who can do them (DfE, Skills for Careers)
- Skills Bootcamps - JobHelp (DWP)
In Scotland:
My World of Work (Skills Development Scotland)
In Scotland it's My World of Work, from Skills Development Scotland.
Free, publicly funded
- Skills Development Scotland
In Wales:
Careers Wales
In Wales it's Careers Wales.
Free, Welsh Government-funded
In Northern Ireland:
Careers Service Northern Ireland
In Northern Ireland it's the Careers Service on nidirect.
Free, Department for the Economy-funded

No Space for this job, but one for what is happening to it

Nothing Collab365 runs is built for education advisers / school inspectors, and we are not going to point you at the nearest one and call it a fit.

There is one that is not about a job title at all. The AI Authority is about being the person who directs these tools at work rather than the person they get compared to. That is worth saying here, because 36% of the work on this page is already inside what they can do.

Try The AI Authority free →

7 days free, no card needed. Explore up to 2 Spaces before you choose a plan: you pick a plan later, not now.

The AI Authority is a general community about working with AI, not a course for education advisers / school inspectors. You do not need it to act on anything here: the moves above cost nothing and stand on their own. The data on this page is the same either way.

Noted, and thank you. We’ll email you if a Space for education advisers / school inspectors launches. Nothing else.

That did not look like an email address, so nothing was saved. Have another go below.

We could not save that. The fault is ours, not yours, and your address was not stored. Please try again later.

No Space for education advisers / school inspectors yet. Should there be one?

Collab365 Spaces is built by the same people as this site. We find the problems that AI and automation are creating inside one kind of work, then solve them as short courses, briefings and Blueprints. Each Space is the community too, so the research and the people doing your job are in the same place.

What a Space actually is, in full

Collab365 launches new communities where the need is real. If one for education advisers / school inspectors existed, with researched problems, courses and people in the same boat, would you want in?

Your email

We use your email address for one thing: to tell you if a Space for education advisers / school inspectors launches. We never sell it, never use it for unrelated marketing, and every email has a one-click unsubscribe. Our privacy policy has the full version.

This unlocks nothing. Every figure, every row and every step on this page is already yours, whether you fill this in or not.

No deadline on any of this. The page will still be here, and the data is refreshed on a published schedule rather than when someone wants a headline.

Questions people ask about this job

Will AI replace Education advisers and school inspectors?: Not as a job, but it is already doing parts of the work. Across the 97 official task statements scored for Education advisers and school inspectors (United Kingdom, SOC 2323), 36% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 47 out of 100 (range 41–53, band: partial). That is a statement about tasks, not about headcount: this measures what AI could do, not whether any employer adopts it, whether the law allows it, or whether doing the routine parts faster creates more demand for the human parts. Figures are from release 2026-q4.1.
Which tasks in “Education advisers and school inspectors” can AI already do?: The highest-scoring tasks in release 2026-q4.1 are: “Understand jargon, acronyms and specialist vocabulary within an education setting” (93/100, very high); “Define instructional, learning, or performance objectives” (93/100, very high); “Update instructor guides to reflect current information” (93/100, very high). Each score comes from five published 0–4 ratings turned into a number by a published formula, and each carries the model's one-sentence reason on the page.
Which tasks in “Education advisers and school inspectors” stay human?: About 47% of this job's task weight sits in work that scores low for AI exposure. The lowest-scoring tasks in release 2026-q4.1 are: “Teach classes on subjects related to education and career planning” (0/100, minimal); “Observe and evaluate children's performance, behaviour, social development, and physical health” (6/100, minimal); “Serve as a resource to help families and schools deal with crises, such as separation and loss” (7/100, minimal). Low scores usually mean the task needs a body in a room, a legally accountable human, or trust built in real time. Those are the three things the scoring rubric treats as gates rather than obstacles.
What should someone working in “Education advisers and school inspectors” do about AI?: Start from the ledger rather than the headline: 36% of this job's weighted core work is exposed, and roughly 47% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.
How is the AI exposure score for Education advisers and school inspectors calculated?: Each official task statement for the occupation is rated on five published 0–4 dimensions (output replicability, physical embodiment, licensed accountability, real-time human trust, and data availability) by claude-opus-5 using scoring prompt task_scoring_v1.0. The model never writes the score; a published formula turns the five ratings into a 0–100 number, so every score can be recomputed by hand. The occupation figure is the importance-weighted mean across 97 scored tasks. The prompt, the rubric, the formula and the full dataset are published at https://futureproof.collab365.com/method and https://futureproof.collab365.com/data/2026-q4.1 under CC BY 4.0.

Where these numbers come from

About the data on this page

Provisional, because the ONS revises this figure in the autumn.
This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.
2 rows are marked low confidence, so treat them as a ballpark rather than a fine measurement.
The match between this job and its counterpart in the other country is partial, so the two pages count slightly different groups of people.
37 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.

Task statements: gaisi-indexProcessing: catalogue-bridge → ssc-relatedness-weighting → task-scoring → score-aggregation
Task weights: gaisi-index (relatedness)
Scores: Rubric task_scoring_v1.0, model claude-opus-5, computed 2026-08-05.
Pay and employment: ashe-t14 (ASHE 2025 provisional (reference April 2025))nomis-aps (Apr 2025-Mar 2026 (latest APS 12-month period))

Figures on this page come from release 2026-q4.1, published 2026-08-05. Every release keeps its own permanent address, so a figure you cite in March is still there, unchanged, in November.

The plain-English wording on this page is assembled directly from the task statements and the published ratings, not written by hand for this occupation. That is why it is specific, and it is also why we say so.

The routes and free resources further up are today’s, not the release’s (last reviewed 2026-08-05). A route is an offer, not a historical fact, so it moves on its own clock.

How we score a job Download this release Look up another job

Using these figures?

Cite this

Everything on this site is published under CC BY 4.0. Quote it, chart it, sell something built on it. Just say where it came from, and cite the dated release rather than the site, so the figure you quote stays checkable.

Plain text

Collab365 (2026). Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1 (methodVersion 2.0.0, promptVersion task_scoring_v1.0). https://futureproof.collab365.com/data/2026-q4.1. Licensed CC BY 4.0. Built with O*NET data (USDOL/ETA, CC BY 4.0); ONS data (Open Government Licence v3.0); GAISI task framework (arXiv:2507.22748, MIT); BLS data (public domain).

BibTeX

@misc{collab365futureproof2026q41,
  title        = {Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1},
  author       = {{Collab365}},
  year         = {2026},
  url          = {https://futureproof.collab365.com/data/2026-q4.1},
  note         = {Release 2026-q4.1, methodVersion 2.0.0, promptVersion task_scoring_v1.0, CC BY 4.0}
}

Permalink

https://futureproof.collab365.com/data/2026-q4.1

Data as of release 2026-q4.1, published 2026-08-05. Releases never change after publication; when the figures move, a new dated release is published beside this one and this one stays exactly where it is.