Will AI replace Further education teaching professionals?

Not as a job, but it is already doing parts of the work. Across the 52 official task statements scored for Further education teaching professionals (United Kingdom, SOC 2312), 31% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 41 out of 100 (range 36–48, 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 “Further education teaching professionals” can AI already do?

The highest-scoring tasks in release 2026-q4.1 are: “Record grades for examinations, assignments, or papers” (93/100, very high); “Develop syllabuses as teaching materials” (83/100, very high); “Plan, evaluate, and revise curricula, course content, and course materials and teaching methods” (83/100, 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 “Further education teaching professionals” stay human?

About 54% 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: “Represent institutions at community and campus events” (0/100, minimal); “Represent the college at taster days and open days” (4/100, minimal); “Observe and evaluate trainees in their workplace” (5/100, 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 “Further education teaching professionals” do about AI?

Start from the ledger rather than the headline: 31% of this job's weighted core work is exposed, and roughly 54% 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 Further education teaching professionals 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 52 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

Further education teaching professionals

assessing, and marking students' work, maintaining inventory of classroom equipment and monitoring, reviewing and evaluating course content during team meetings. If that's your week, this page is about your job.

The honest answer

AI is already taking a real slice of the routine work here: recording grades for examinations, assignments or papers. That is a slice of tasks, not of you.

Your move: what you can actually do about this ↓

Where the work sits, by task weight

shifting to AI: 31%
changing shape: 16%
staying human: 54%

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

Whole-job exposure score 41 out of 100 (36–48 allowing for uncertainty): partial exposure, across 52 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 further education teaching professionals 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.

That slice is not coming back; the core of the job, delivering lessons to a range of classes and age groups, stays yours. New tools, same person answering for it.

Your week, as this page understands it

Further education teaching professionals supervise and teach trade, technical, commercial, adult education, secondary and post-secondary courses to students beyond minimum school leaving age. The job title says “further education teaching professionals”. The real job is the part underneath: delivering lessons to a range of classes and age groups. 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 further education teaching professionals is not one task. It is 52 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is delivering lessons to a range of classes and age groups, and the ledger below shows exactly why.

Where the work sits, by task weight

shifting to AI: 31%
changing shape: 16%
staying human: 54%

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 tasks scored differently between repeat runs, so their range on this page is wider. We would rather show the wobble than hide it.
27 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

15 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.

Developing syllabuses as teaching materials
This is reading one thing and writing another: syllabuses in, a record out. That is the shape today's tools are built for.
importance 85 · 2312/00
Source: “Develop syllabuses as teaching materials.” (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: Syllabuses follow published curriculum structures that AI assembles into a solid first version.
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.
Planning, evaluating and revising curricula, course content and course materials and teaching methods
This is reading one thing and writing another: curricula, course content and course materials in, a record out. That is the shape today's tools are built for.
importance 85 · 2312/00
Source: “Plan, evaluate, and revise curricula, course content, and course materials and teaching 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: Curriculum and course materials are well covered in public sources AI can work from.
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.
Creating exams to evaluate student progress
This is reading one thing and writing another: exams in, a record out. That is the shape today's tools are built for.
importance 85 · 2312/00
Source: “Create exams to evaluate student progress.” (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 exam questions against a syllabus is well-documented work that AI 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 3/4.
Recording grades for examinations, assignments or papers
This is reading one thing and writing another: grades in, a record out. That is the shape today's tools are built for.
importance 80 · 2312/00
Source: “Record grades for examinations, assignments, or papers.” (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: Entering marks into a school system is straightforward data work that software does 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.

Changing shape

8 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.

Assessing, and marking students' work
The software now makes the first pass at students' work, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 90 · 2312/00
Source: “Assess and Mark students' work.” (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: AI drafts solid feedback on written work, though teachers still handle books in class and know each pupil's history.
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.
Marking examinations and assessments
The software now makes the first pass at examinations, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 85 · 2312/00
Source: “Mark examinations and assessments.” (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: Marking against a published mark scheme suits AI well, though scripts are often handwritten on paper.
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.
Writing grant proposals to obtain funding for research
The software now makes the first pass at grant proposals, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 2312/00
Source: “Write grant proposals to obtain funding for research.” (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: Grant writing follows well-known formats, so software gives a solid draft that the researcher must sharpen.
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.

Staying human

29 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 · 2312/00
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.
Conducting discussions to enhance students' competence
This work happens in the physical world: discussions, in a real place. Software cannot follow it there.
importance 85 · 2312/00
Source: “Conduct discussions to enhance students' competence.” (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: Software can prompt good questions, but the discussion that shifts a student's understanding happens between people.
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.
Maintaining regular office hours to meet with students
This work happens in the physical world: regular office hours, in a real place. Software cannot follow it there.
importance 80 · 2312/00
Source: “Maintain regular office hours to meet with students.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (4–18 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: Being available for students at set times is about a person being there, in the room or 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 2/4 · how much data exists 2/4.

Show the other 42 tasks

Creating detailed lesson plans to guide educational sessions
shifting to AI
This is reading one thing and writing another: detailed lesson plans in, a record out. That is the shape today's tools are built for.
importance 80 · 2312/00
Source: “Create detailed lesson plans to guide educational 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: Lesson plans follow published formats and curriculum content, so drafts come out ready to adapt.
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.
Preparing course materials, syllabuses, homework assignments and handouts
shifting to AI
This is reading one thing and writing another: course materials, syllabuses, homework assignments and handouts in, a record out. That is the shape today's tools are built for.
importance 80 · 2312/00
Source: “Prepare course materials such as syllabuses, homework assignments, and handouts.” (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: Syllabuses, assignments and handouts draw on abundant published subject content AI works from easily.
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 80 · 2312/00
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.
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 75 · 2312/00
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.
Compiling bibliographies of specialised materials for outside reading assignments
shifting to AI
This is reading one thing and writing another: bibliographies of specialised materials in, a record out. That is the shape today's tools are built for.
importance 70 · 2312/00
Source: “Compile bibliographies of specialised materials for outside reading assignments.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (76–90 allowing for uncertainty): very 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: Software builds reading lists quickly from published literature, though every reference needs checking that it exists.
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 · 2312/00
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.
Maintaining student records
shifting to AI
This is reading one thing and writing another: student records in, a record out. That is the shape today's tools are built for.
importance 75 · 2312/00
Source: “Maintain student records.” (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 pupil records up to date is structured office work handled well by school systems.
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.
Monitoring students' academic performance
shifting to AI
This is reading one thing and writing another: students' academic performance in, a record out. That is the shape today's tools are built for.
importance 70 · 2312/00
Source: “Monitor students' academic performance.” (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: Tracking marks and progress over time is exactly what school data systems do.
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.
Performing administrative tasks relevant to the job role
shifting to AI
This is reading one thing and writing another: this work in, a record out. That is the shape today's tools are built for.
importance 55 · 2312/00
Source: “Perform administrative tasks relevant to the job role.” (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: General office administration is screen-based, documented work software supports strongly.
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.
Maintaining accurate records for assessment purposes
shifting to AI
This is reading one thing and writing another: accurate records in, a record out. That is the shape today's tools are built for.
importance 75 · 2312/00
Source: “Maintain accurate records for assessment purposes.” (UK task statement)
How this row was scored
Exposure score: 72 out of 100 (68–76 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: Assessment records are structured, repetitive paperwork that software keeps accurately, subject to the usual verification checks.
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 4/4.
Maintaining attendance records for educational or organisational purposes
shifting to AI
This is reading one thing and writing another: attendance records in, a record out. That is the shape today's tools are built for.
importance 70 · 2312/00
Source: “Maintain attendance records for educational or organisational purposes.” (UK task statement)
How this row was scored
Exposure score: 69 out of 100 (62–76 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: Registers are digital and largely automatic, though someone still sees who is actually present.
The five ratings: output a model can produce 4/4 · 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.
Selecting and obtaining materials and supplies
changing shape
The software now makes the first pass at materials, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 2312/00
Source: “Select and obtain materials and supplies, such as textbooks and laboratory equipment.” (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: Comparing textbooks and equipment against course needs and budget is documented selection work.
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.
Maintaining inventory of classroom equipment
changing shape
The software now makes the first pass at inventory of classroom equipment, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 65 · 2312/00
Source: “Maintain inventory of classroom equipment, materials, and supplies.” (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: The list keeps itself digitally, but somebody still has to check what is in the cupboard.
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.
Monitoring, reviewing and evaluating course content during team meetings
changing shape
The software now makes the first pass at course content during team meetings, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 65 · 2312/00
Source: “Monitor, review, and evaluate course content during team meetings.” (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: Reviewing course content against results and feedback is analysis and writing, though decisions happen in the meeting.
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.
Keeping abreast of developments in the field by reading current literature
changing shape
The software now makes the first pass at abreast of developments, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 2312/00
Source: “Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.” (UK task statement)
How this row was scored
Exposure score: 41 out of 100 (31–51 allowing for uncertainty): partial exposure, medium confidence, and it moved between repeat runs, so the range is widened.
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 summarize new literature quickly, but conferences and colleague conversations still carry part of it.
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 4/4.
Coordinating with educational professionals and organisations for programme development
changing shape
The software now makes the first pass at educational professionals, 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 · 2312/00
Source: “Coordinate with educational professionals and organisations for programme development.” (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: Documents can be drafted, but agreeing a programme with other colleges and bodies is negotiation between people.
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 70 · 2312/00
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.
Liaising with awarding bodies to ensure exams meet quality standards
staying human
The rules require a named, qualified person to answer for awarding bodies, and that person cannot be a piece of software.
importance 60 · 2312/00
Source: “Liaise with awarding bodies to ensure exams meet quality standards.” (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; someone qualified has to answer for it.
The rating behind it: The paperwork is routine, but awarding bodies deal with a named person accountable for the centre.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Implementing updated college policies as they
staying human
The ratings behind this row put updated college policies well outside what today's tools can do on their own.
importance 55 · 2312/00
Source: “Implement updated college policies as they are introduced.” (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: Policy documents and briefings are easy to produce; getting a department to work differently is not.
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.
Participating in committees and boards to contribute to departmental governance
staying human
The value here is that a specific person handles committees and stands behind it. That is earned, not computed.
importance 70 · 2312/00
Source: “Participate in committees and boards to contribute to departmental governance.” (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: Governance work is people meeting and deciding things 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.
Implementing employee placement programmes to support student career readiness
staying human
The value here is that a specific person handles employee placement programmes and stands behind it. That is earned, not computed.
importance 60 · 2312/00
Source: “Implement employee placement programmes to support student career readiness.” (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: Matching and tracking placements is system work; building employer links is done 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.
Preparing and implementing remedial programmes for students requiring extra help
staying human
This work happens in the physical world: remedial programmes, in a real place. Software cannot follow it there.
importance 75 · 2312/00
Source: “Prepare and implement remedial programmes for students requiring extra help.” (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 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: Catch-up materials and individual plans draft quickly, though the sessions themselves are usually taught in person.
The five ratings: output a model can produce 3/4 · 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.
Supervising student-led research projects to ensure academic standards
staying human
The value here is that a specific person handles student-led research projects and stands behind it. That is earned, not computed.
importance 75 · 2312/00
Source: “Supervise student-led research projects to ensure academic standards.” (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 same decision, made over and over; the value is that a specific person does it.
The rating behind it: Feedback on drafts is easy to generate, but supervising a student's project involves judgement and regular meetings.
The five ratings: output a model can produce 2/4 · 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.
Coordinating work experience opportunities for learners
staying human
The value here is that a specific person handles work experience opportunities and stands behind it. That is earned, not computed.
importance 65 · 2312/00
Source: “Coordinate work experience opportunities for learners.” (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 same decision, made over and over; the value is that a specific person does it.
The rating behind it: Matching learners to placements is easy on paper; employers agree to them through personal contact and checks.
The five ratings: output a model can produce 2/4 · 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.
Setting and overseeing exams to meet educational objectives
staying human
This work happens in the physical world: exams, in a real place. Software cannot follow it there.
importance 60 · 2312/00
Source: “Set and oversee exams to meet educational objectives.” (UK task statement)
How this row was scored
Exposure score: 25 out of 100 (18–32 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: Papers can be drafted from the syllabus, but exams must be invigilated in the room under strict rules.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Collaborating with colleagues to address teaching and research issues
staying human
The value here is that a specific person handles colleagues and stands behind it. That is earned, not computed.
importance 75 · 2312/00
Source: “Collaborate with colleagues to address teaching and research issues.” (UK task statement)
How this row was scored
Exposure score: 17 out of 100 (7–27 allowing for uncertainty): minimal exposure, medium confidence, and it moved between repeat runs, so the range is widened.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Working through teaching and research problems with colleagues happens in real conversations.
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 2/4 · how much data exists 2/4.
Conducting tutorials on a one-to-one basis with learners
staying human
This work happens in the physical world: tutorials, in a real place. Software cannot follow it there.
importance 75 · 2312/00
Source: “Conduct tutorials on a one-to-one basis with learners.” (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: Some tutorial content can be automated, but one-to-one progress rests on the tutor the learner knows.
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.
Interviewing prospective students
staying human
This work happens in the physical world: prospective students, in a real place. Software cannot follow it there.
importance 65 · 2312/00
Source: “Interview prospective students.” (UK task statement)
How this row was scored
Exposure score: 14 out of 100 (7–21 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: Application sifting can be automated, but the interview is about judging a person face to face.
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 2/4 · how much data exists 3/4.
Overseeing staffing and supervisory responsibilities within the department
staying human
The value here is that a specific person handles supervisory responsibilities within the department and stands behind it. That is earned, not computed.
importance 60 · 2312/00
Source: “Oversee staffing and supervisory responsibilities within the department.” (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: Line-managing academic staff depends on knowing colleagues and holding difficult conversations.
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.
Serving on university committees to contribute to faculty governance
staying human
This work happens in the physical world: university committees, in a real place. Software cannot follow it there.
importance 65 · 2312/00
Source: “Serve on university committees to contribute to faculty governance.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (4–18 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: Committee work is people debating and deciding together in a room.
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 2/4 · how much data exists 2/4.
Coordinating and supervising student societies
staying human
This work happens in the physical world: student societies, in a real place. Software cannot follow it there.
importance 60 · 2312/00
Source: “Coordinate and supervise student societies.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (4–18 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: Student societies are supported by a member of staff who is present and involved.
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 2/4 · how much data exists 2/4.
Performing pastoral duties as a personal tutor to students
staying human
The value here is that a specific person handles pastoral duties and stands behind it. That is earned, not computed.
importance 75 · 2312/00
Source: “Perform pastoral duties as a personal tutor to students.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (4–12 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: Personal tutoring is about a student trusting someone who knows them when things go wrong.
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 4/4 · how much data exists 1/4.
Assessing and marking students' laboratory performance
staying human
This work happens in the physical world: students' laboratory performance, in a real place. Software cannot follow it there.
importance 80 · 2312/00
Source: “Assess and mark students' laboratory performance.” (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: work that happens in the physical world.
The rating behind it: Marking practical lab work means watching students handle equipment in the room.
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 0/4 · how much data exists 2/4.
Providing assistive devices to facilitate disabled students' access to curriculum
staying human
This work happens in the physical world: assistive devices, in a real place. Software cannot follow it there.
importance 60 · 2312/00
Source: “Provide assistive devices to facilitate disabled students' access to curriculum.” (UK task statement)
How this row was scored
Exposure score: 7 out of 100 (0–14 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Setting up and handing over equipment for a disabled student is a hands-on job.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Supervising students' laboratory work
staying human
This work happens in the physical world: students' laboratory work, in a real place. Software cannot follow it there.
importance 70 · 2312/00
Source: “Supervise students' laboratory work.” (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 value is that a specific person does it.
The rating behind it: Supervising a lab means being in the room while students work on the equipment.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Conducting open access workshops for diverse qualifications
staying human
This work happens in the physical world: open access workshops, in a real place. Software cannot follow it there.
importance 65 · 2312/00
Source: “Conduct open access workshops for diverse qualifications.” (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 value is that a specific person does it.
The rating behind it: A workshop is delivered in a room with learners doing the work in front of you.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Managing and overseeing laboratory work
staying human
This work happens in the physical world: laboratory work, in a real place. Software cannot follow it there.
importance 60 · 2312/00
Source: “Manage and oversee laboratory work.” (UK task statement)
How this row was scored
Exposure score: 6 out of 100 (2–10 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Running a teaching laboratory means being present to supervise equipment, materials and safety.
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.
Delivering lessons to a range of classes and age groups
staying human
This work happens in the physical world: lessons, in a real place. Software cannot follow it there.
importance 80 · 2312/00
Source: “Deliver lessons to a range of classes and age groups.” (UK task statement)
How this row was scored
Exposure score: 5 out of 100 (0–12 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: Teaching a class depends on being in the room and holding the group's attention.
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 3/4 · how much data exists 3/4.
Delivering day or evening classes across various qualification levels
staying human
This work happens in the physical world: day, in a real place. Software cannot follow it there.
importance 75 · 2312/00
Source: “Deliver day or evening classes across various qualification levels.” (UK task statement)
How this row was scored
Exposure score: 5 out of 100 (0–12 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: Running a class is done in person, reading the room and adjusting as you go.
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 3/4 · how much data exists 3/4.
Observing and evaluating trainees in their workplace
staying human
This work happens in the physical world: trainees, in a real place. Software cannot follow it there.
importance 60 · 2312/00
Source: “Observe and evaluate trainees in their workplace.” (UK task statement)
How this row was scored
Exposure score: 5 out of 100 (0–12 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it.
The rating behind it: Workplace assessment means watching the trainee at work, and awarding bodies require a qualified assessor to do it.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 2/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Representing the college at taster days and open days
staying human
This work happens in the physical world: the college, in a real place. Software cannot follow it there.
importance 60 · 2312/00
Source: “Represent the college at taster days and open days.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–11 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: Open days work because staff are there to talk to visitors in person.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Representing institutions at community and campus events
staying human
This work happens in the physical world: institutions, in a real place. Software cannot follow it there.
importance 65 · 2312/00
Source: “Represent institutions at community and campus events.” (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: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Representing the university at an event means a person being physically present.
The five ratings: output a model can produce 0/4 · 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 1/4.

What this job pays, and how many people do it

Median pay: £42,200a 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: 59,800in 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: curricula, course content and course materials in, a record out. The rows above are exactly that shape: recording grades for examinations, assignments or papers and developing syllabuses as teaching materials. What it cannot do is be there in the room, and that is still where lessons get 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. Recording grades for examinations, assignments or papers is going; delivering lessons to a range of classes and age groups is not.

So, given all that: 31% of this job's task weight sits in rows the software is already learning, 16% in rows that change shape rather than disappear, and 54% in rows it is nowhere near. That is the position, measured across 52 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 (delivering lessons to a range of classes and age groups) 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 delivering lessons to a range of classes and age groups, 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

Now the roads out, with the honest bill on each one. One route survived the checks. The rest are below with the reason they did not.

Further education teaching professionalsHigher education teaching professionals
a year or morematched on shared tasks
One of the tasks on your list is on theirs in the same words: “perform pastoral duties as a personal tutor to students”. Take both published task lists together and about 35% of the work in that job that the software is not taking is work you are doing today.
About 35% of it you could do on Monday. The rest is the price of the ticket.
The work the two jobs share
- You already do
  “Perform pastoral duties as a personal tutor to students.”
  They do
  “Perform pastoral duties as a personal tutor to students.”
- You already do
  “Supervise students' laboratory work.”
  They do
  “Supervise students' laboratory work.”
- You already do
  “Supervise student-led research projects to ensure academic standards.”
  They do
  “Supervise student-led research projects to ensure academic standards.”
What you would not already have: Nothing in your task list touches “conduct research within own field of expertise”, “publish research findings or present them at conferences and seminars” or “conduct seminars for higher education students”. That is the part you would be learning from scratch, and it is roughly the 65% of their durable work you do not already hold.
The honest bill
Pay: £52,800 against your £42,200 (ASHE Table 14.7a, 2025 provisional (both)).
- The licence gate: Default-closed. This release carries no licence-register snapshot, so I could not check whether that job is regulated, which means I have to assume it might be. Before you spend a penny, look it up on the GOV.UK register of regulated professions; the free routes below link straight to it. The route is banded a year or more because of that unknown, not in spite of it.
- The entry ticket: Typical entry-level education is published for only ten occupations in this release, and neither this job nor that one is among them. So I cannot tell you whether a qualification stands in the way. Treat that as an open question to settle before you commit, not as a green light.
- What the pay gap is telling you: £52,835 against your £42,218, 25.1% more (ASHE Table 14.7a, 2025 provisional (both)). A real difference, not a life-changing one. Take the move for the work, not the raise.
- What you live on meanwhile: Nobody is going to pay you to retrain. This is evenings and weekends alongside the job you already have, for a year or more, and if that is not possible right now then this route is not open right now, which is worth knowing before you start. The free, government-funded careers service listed below will talk the funding through with you before you pay anyone.
- Is the target job itself holding up: Higher education teaching professionals scores 44/100 on this site’s own exposure measure (partial), with 32% of its tasks in the top band. Employment projections are not published for this occupation in this release, so this is the exposure leg of the check only. It passed, which is the only reason it is here.
How long: A year or more, part-time, alongside the job you have. That band is set by the unchecked licence question and by the 65% of their work you would be learning, not by any one course.
See what AI is doing to higher education teaching professionals

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.

Teaching assistants
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already prepare course materials such as syllabuses, homework assignments, and handouts, and their equivalent is to distribute tests and homework assignments to students. Across both published task lists that is about 9% of the durable work in that job.
Why I am not recommending it: Almost none of it is work you already do: about 9% of the durable side of that job. That is a different job, not a next step. It is a pay cut, in those words: £21,239 against your £42,218, 49.7% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →
Teachers of english as a foreign language
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “deliver lessons to a range of classes and age groups”. 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: £37,514 against your £42,218, 11.1% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →
Educational support assistants
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already provide assistive devices to facilitate disabled students' access to curriculum, and their equivalent is to provide disabled students with assistive devices to enhance learning. Across both published task lists that is about 7% of the durable work in that job.
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. It is a pay cut, in those words: £21,448 against your £42,218, 49.2% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →

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: 31% of its task weight, across 52 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.

If you run a team doing this job

If you run a team doing this job, the conversation you owe them is the one on this page, and sooner than feels comfortable. Show them the ledger rather than a reassurance: the rows moving toward the software are recording grades for examinations, assignments or papers, and the rows that are not are where you want your people visible. Ask each of them to do the this-week move and bring the list to your next one-to-one. It turns a rumour into a piece of work, and it tells you which parts of your team's week are actually at stake. And say the thing out loud that a team lead usually leaves unsaid: a shrinking team is your exposure too, so do the move yourself as well.

You are reading the United Kingdom figures

The United States splits this work across more than one official group, of which Career/Technical Education Teachers, Postsecondary 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

The other groups this work is counted across:

In US official statistics this job is counted as Career/Technical Education Teachers, Postsecondary, Career/Technical Education Teachers, Middle School and Career/Technical Education Teachers, Secondary School. Pay is shown separately for each of those groups (medians cannot be averaged together), while the task list and the scores on this page are for this group only.

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 further education teaching professionals, 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 31% 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 further education teaching professionals. 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.

Nearby moves

The jobs above, as pages you can read the same way as this one. Your job shares its core work with these. That is what the match is, and it is all it is.

Higher education teaching professionals →About 35% of it you could do on Monday. The rest is the price of the ticket.

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No Space for further education teaching professionals 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.

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

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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 Further education teaching professionals?: Not as a job, but it is already doing parts of the work. Across the 52 official task statements scored for Further education teaching professionals (United Kingdom, SOC 2312), 31% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 41 out of 100 (range 36–48, 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 “Further education teaching professionals” can AI already do?: The highest-scoring tasks in release 2026-q4.1 are: “Record grades for examinations, assignments, or papers” (93/100, very high); “Develop syllabuses as teaching materials” (83/100, very high); “Plan, evaluate, and revise curricula, course content, and course materials and teaching methods” (83/100, 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 “Further education teaching professionals” stay human?: About 54% 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: “Represent institutions at community and campus events” (0/100, minimal); “Represent the college at taster days and open days” (4/100, minimal); “Observe and evaluate trainees in their workplace” (5/100, 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 “Further education teaching professionals” do about AI?: Start from the ledger rather than the headline: 31% of this job's weighted core work is exposed, and roughly 54% 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 Further education teaching professionals 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 52 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 tasks scored differently between repeat runs, so their range on this page is wider. We would rather show the wobble than hide it.
The match between this job and its counterpart in the other country is partial, so the two pages count slightly different groups of people.
27 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.

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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.