There are real concerns 'that governmental and academic institutions are being outpaced by the accelerating rate of change in the world economy. The types of products and services that consumers desire are constantly changing, as are the processes and technology used to provide them. Workers and their employers are scrambling to keep up .... the dynamic economy of the 21st century requires a fundamental restructuring of the way employers interact with the academic community and with government training and education policy makers. All three communities must become far better aligned in creating the conditions necessary to promote job growth and employment security.' [2]

Policy makers around the globe are being asked to examine what skills should our education systems provide for our increasingly knowledge intensive societies especially when skills are becoming the global currency of 21st century economies. [3]

Advocacy groups such as Code.org are acutely aware for the need to develop a graduate workforce that is equipped with the skillset that enables them to become active participants in today's knowledge economy. The continuing rise and pervasiveness of the knowledge economy and its demand for a workforce that is educated and trained in the use and application of new technologies has meant that the education sector will have to develop and deliver new curriculum models in order to equip students to enter the knowledge economy. The education systems of the global networked economy need to enable students to have the opportunity to become economically engaged, to be qualified participants in the knowledge economy and to be actively involved in the wider society. [4]