The Blueprint: “Students are going to be the people making the most of quantum computing”

Quantum computing has received less attention and fewer plaudits than artificial intelligence, a technological evolution which is unfolding around the same time. Yet it could become enormously important to industry and potentially create a sweep of high-paying career opportunities, so it ought to have a big impact on UTCs and students.

The difference in awareness between quantum computing and AI is maybe because the latter innovation has reached commercial maturity more quickly: News outlet Quantum Zeitgeist reported last year that the global AI and machine learning market was expected to be worth $190 billion by 2025. It is also much better understood by the public, with ChatGPT regularly being used by businesses and individuals for a variety of tasks.

However, quantum computing could potentially represent a much greater paradigm shift for business and science. The technology works using quantum bits, or qubits. Whereas your laptop or phone stores data in ones and zeroes – binary – qubits can exist as a one and a zero through ‘superposition’. A quantum computer, therefore, can process exponentially more possibilities simultaneously, and reach solutions faster, thanks to the unique properties of qubits.

As a global market, quantum computing is expected to be worth $65 billion by 2030 and US outlet CNBC reports that Amazon, Google, and Microsoft are “aggressively” developing the technology.

Amazon Web Services has announced a new quantum computing chip, Ocelot, and has launched Braket. The latter, a quantum computing service offered via the cloud, allows developers to write quantum algorithms then test and debug them on a classical computer, before running them on actual quantum hardware. Braket widens access to quantum computing because users will not need to invest in expensive hardware.

Google has unveiled a quantum computing chip called Willow, which it says can solve specific problems in five minutes, whereas a classical computer would take ten septillion years (septillion being a one followed by 24 zeroes), while “dramatically” reducing error rates.

Microsoft has unveiled its own chip, Majorana 1 involving a ‘topological’ conductor, which it is claimed will be more resistant to noise and error than typical quantum computers which are quite sensitive.

That sensitivity to environmental interference is partly why development of quantum computers has been so slow. Plus their potential is still being explored. However, with possible uses including the faster development of drugs and vaccines, scientists and employers are increasingly enthusiastic about this new technology.

If quantum computing will play a bigger role in industry and the pursuit of knowledge and as some UTC partners are already working in this sector, The Blueprint has sought to answer how UTC students can be prepared to work with this technology.

This edition features:

  • An interview with Daisy Shearer, Outreach and Education Lead for the National Quantum Computing Centre.
  • A US perspective from Gaurav Gupta, VP Analyst (Emerging Technologies and Trends) at major Connecticut-based research and advisory firm Gartner.
  • Plus, a view from a UTC provided by Tariq Mushtaq, Director of Computer Science and Information Technology, UTC Heathrow.

About University Technical Colleges and the Baker Dearing Educational Trust

University Technical Colleges deliver a science, technology, and creative curriculum at a secondary school level. There are now 44 UTCs across England, delivering a curriculum designed by and benefitting local employers to around 21,000 young people between the ages of 11 and 19.

Former education secretary Lord Baker and former Post Office chairman Lord Dearing spearheaded the development of the UTC programme and created the Baker Dearing Educational Trust to support it.

Baker Dearing is now focusing on widening access to technical education nationally, with UTCs and partners and through the:

If you are interested in discussing working with the Baker Dearing Educational Trust, please contact us through the link below.

Interview: Daisy Shearer, Outreach and Education Lead for the National Quantum Computing Centre

Put simply, what is quantum computing?

So quantum computing is essentially a completely new type of doing computation or solving problems. It’s a technology that uses the principles of quantum mechanics – so things on the very, very small scale, and that are very isolated, and very cold. For example, an atom or an electron or photon, a unit of light. These are the kinds of things that we use to build quantum computers and we use quantum mechanical phenomena that we only see within these systems to open up the possibilities of computing with problems where we’ve got really, really large data sets, lots of variables. The types of problems that even the biggest computers would take the age of the universe to solve – those are the kinds of problems that we’re interested in solving on quantum computers.

What do we know of its potential applications?

It’s still the very early days of the technology, but there’s a lot of work going into the computer science side of things and investigating the types of algorithms that will be useful in quantum computers. We can essentially simulate a quantum computer and then do very small problems on them, but that’s the stage we’re at this moment.

For example, the NQCC quantum hackathon is a place where we start to explore some of these small scale problems that could then be scaled up to tackle larger things. We’re exploring lots of different sectors and part of our work here is around helping businesses understand where quantum computing might fit in as a tool in their research toolkit. The sectors that we’re currently looking at in particular are healthcare, finance, energy; but really, really broad applications. There are examples that I can give you from our hackathon in particular of quite tangible routes that we’re starting to explore and one of my favourites is from the NHS.

They brought a problem of optimising allocation of hospital beds nationally. So that’s a problem that has lots and lots of different variables, lots of data to play around with and that’s something that quantum computing would be really good at because it is an optimisation problem and in the near term these are what quantum computers seem to be most useful at. We also think that they’ll be useful for simulation, so things like simulating atoms, molecules; it might have applications in like drug discovery and pharma – those kinds of areas as well.

Another really interesting example is from BT. They brought a problem about optimising their telephone networks. Again quantum computer is really good at optimising those problems where there’s lots of different variables to play around with and lots to think about.

You mentioned there about talking to business regarding the applications of this. What is the appetite among business for this technology?

That varies depending on sector. I would say some sectors are much more heavily engaged. For example, the finance sector seem to be really early adopters or have an early interest in the technology and part of our work at the NQCC is about enabling other sectors to do this exploratory work; identify how, why and in what ways quantum computing can support them. We’re seeing quite a lot of interest, like I said, from finance, but also healthcare. So we recently published a quantum computing healthcare white paper I believe and we’ve seen really, really good interest from that side.

At the hackathon, there was a really broad range of different companies and sectors represented. Last year, we had a law enforcement use case so there is really interesting public sector stuff, but also private sector as well.

I’d say that there’s different areas of interest. There’s interest from a broader range of people that do a lot of research and development and scientific research, but then on the other side, we’ve also got the quantum computing sector. So the entire supply chain going through to building these machines and developing them and developing the software as well. I think there are two separate sides: One’s on the end user use side of things and the other on building and infrastructure.

We’re seeing a lot of interest from our quantum computing companies. They’re looking for people who can build these things, understand the science, upkeep them. So there are technician and engineering roles coming through and a need for cryogenic and electrical engineering skills.

It is those sort of standard engineering type skills and technical skills. We’ve then got the people who can do the programming for the machines and complete that translation from quantum and qubits, which are the fundamental building blocks of quantum computers, into regular computing. Because when we’re coding a quantum computer, we’re interfacing on a regular computer.

Fantastic. We know that there’s multinationals such as Google and Amazon are investing in this. Do you think quantum computing will eventually benefit small to medium businesses as well?

Yeah, definitely. I think it’s really great to see the investment that the government’s put into the likes of the NQCC. Part of our role is in providing access to quantum computers. We have our quantum computing access programme that’s open to academics at the moment. I think that that’s a really good route for SMEs to use quantum computers.

I think the big players are always going to have some level of domination over the market just because of the sheer amount of investment that they’re putting into it. Our role is to stimulate growth of quantum computing in the UK through investment in a broad range of technologies. For instance via our testbed programme and access through the cloud. So it’s a little bit of enabling as much engagement with this technology as we can and also accelerating it, particularly in the UK. This engagement supports start ups and SMEs in the supply chain and those actively developing or working with quantum computers.

I know the NQCC has been working on bringing people into this sector. Do you think we have the skills in the UK to make the most of this technology?

Definitely. We always talk about this and I guess there’s a STEM skills gap in general that we know about and that feeds in through to quantum. I don’t think it’s specific to the UK, it’s international. There’s a lot of talk about this quantum skills gap and how we can tackle this by opening up the routes into quantum. At the moment, it’s very PhD and research and development-dominated, and I think that there’s definitely going to be a shift as the technology matures and develops into having a broader range of people engaging with it.

At the NQCC, we hire straight out of undergraduate masters degree programmes. So we’re already seeing that shift. I think we’re also having an apprentice from September as well, which is great. So yeah, lots of sort of tangible steps towards broadening that out.

I think we definitely have a real strength in quantum computing and quantum technologies as a whole. We’ve got the National Quantum Technologies Programme, which has been going since 2014, and the UK has really been a forerunner in championing this technology and backing it through our national infrastructure. That really plays to our strength. We’re really strong in research and development, in particular, perhaps less strong in commercialisation, but that’s where the NQCC comes into play to try and facilitate that. I think in terms of skills, we’ve got a lot of really, really amazing minds already in the industry, and we’re seeing from the likes of the Department for Science, Innovation and Technology [DSIT], a lot of interest and engagement in the skills side of things.

The Quantum Skills Taskforce is a piece of work that we’ve been a part of and that’s been run through DSIT. That’s specifically investigating some of these skills gaps, opportunities and how we can support quantum computing in particular and other quantum technologies in the UK.

Like I said before, it’s not just the programming side of things, that’s also the engineering side and there’s a lot of interest in these highly applicable skills across sectors. Those engineering skills, in particular, if you know how to build a cryogenic infrastructure, that can be applicable across different areas.

I think one of the challenges we face is people seeing quantum is maybe being a little bit uncertain because we’re very early on. We’re finding the skills that people need for quantum are highly applicable in other STEM fields as well. And it affects other sectors too, so a lot of the skills in the semiconductor industry are very applicable across the continent as well.

So it will be those sort of hardware and software jobs that will need to be filled in the sector?

Yeah, I think in particular and the when we talk about hardware, there is a lot of the operational upkeep as well because we have to keep quantum computers really cold at the moment, so that they’re isolated and we can make the most of the quantum mechanics that happen in our ion atoms. We have lots of different ones at the NQCC, those systems that keep the quantum computers doing the quantum thing and they need looking after and they need people who can troubleshoot any problems that arise in order to keep them up and running and accessible.

Because they’re quite sensitive, aren’t there? Very sensitive to shocks and changing temperature and so forth?

Absolutely, yeah.

So you’re talking about how it’s gone from being a PhD dominated field to including more masters and bachelors graduates and now you are getting an apprentice involved. Our University Technical Colleges are schools. How do you think teachers can start preparing students in schools to work with quantum computing?

I think it’s a great question, especially at the early stage of the technology. I think context is really key. So introducing the idea that this is a technology that is actively being developed. I mean, thinking about the history of computing, we are very much still in the ‘room full of vacuum tubes’ stage of quantum computers.

But I think if you can contextualise it within other subjects – that’s a really nice link at this stage. So for instance, we can think of maths: If we’re doing probability, we can think about quantum computing as an application of that.

We can also think about it in terms of computing class. So an extension of our thinking about algorithms and these kinds of things. We can introduce young people to the ideas of quantum computing and let them know that it’s a thing that’s happening and it’s a really interesting field to be in, not that I’m biased, but there’s lots and lots of opportunity here.

Equally, I’m a big fan of things like STEM clubs. I think those are a really nice place to dig into more detail.

We’re thinking about how can we bring our researchers into schools and how that can enhance the curriculum, rather than it being an extra thing, because I appreciate teachers are absolutely swamped and they probably don’t have time to learn the ins and outs of quantum computing.

Mostly it’s the awareness piece, I think, more so than a deep understanding, because that is achieved at the post-secondary stage.

It is also about encouraging students to do their own self study. There are a lot of great online resources which is something that the NQCC is looking to enhance. In the future, there’ll be more and more resources for younger and younger learners to engage with.

As the technology gets more developed and reaches more maturity, do you think it’s something that schools will be able to teach? Will they be able to afford the equipment, for instance, to prepare students directly for these careers?

Really interesting question and I think I would look at things like high performance computing and how that’s tackled, because it’s highly comparable to quantum computing and I see quantum computing as an extension of high performance computing and super computing. I do think that once it reaches a level of maturity, we’ll see more access for schools.

As I mentioned before, we have a team that does cloud access to these really sort of larger scale quantum computers and I think it’s always going to be cloud access, although there are some educational tools that are coming online that are like quantum emulators – so regular computers that can emulate a very simple quantum circuit. There’s one called Quokka that’s come out of Australia. There are some really interesting small tools starting to come through that aren’t quantum computers themselves, but they can emulate what a quantum computer does and that can be a really great learning tool, especially for digging into the details of like, how do you build a quantum algorithm? What does that look like?

One of my big research questions at the moment is how much quantum mechanics is needed to code a quantum computer now and how much will be needed in five, ten, 20 years time? I think back in the day with regular computers, you needed to have an in-depth understanding of how those all those switches work. But now you don’t. You can just interface very, very easily. So I’m thinking about how might that happen with quantum as well.

I think because we’re already in this world where we’re using regular computers to interface with quantum computers, we’re already a step ahead and it will be interesting to see what comes through that.

Absolutely, yeah. My final question really is about the of timeline for all of this. How far off do you think widespread adoption of quantum computing is?

That is a really hard questions to answer. It really is so early that it’s very hard to put any stringent numbers on things. This word ‘widespread adoption,’ what does that mean really?

So we talk about currently being in what we call the noisy intermediate scale quantum era, the NISQ era, which is a mouthful. We think that to move into this quantum utility or quantum advantage era, we’ll need quite large machines.

At the moment, we’ve got hundreds, maybe thousands of qubits in a couple of machines. We’re going to need, 100,000 qubits to move into that quantum utility era and there are many engineering challenges that come along with that.

I can only report on what I see in the literature and what my colleagues say. At least ten years is what most people are predicting to get to that quantum advantage stage. It is very dependent also on how much investment goes in.

I think that that is the timeline: ten, 20 years for people using it regularly as a tool. And that’s why schools are an interesting group to look at because students are going to be the people that will be really using these machines and making the most of them.

Thank you so much for that. Is there anything you wanted to add?

Thanks so much for the opportunity. We’re looking a lot at what continuous professional development we can do for teachers –  what they want, what would help them – and we are driven by their views rather than us making assumptions. So I am keen to be connected with people.

Opinion: Gaurav Gupta, VP Analyst (Emerging Technologies and Trends), Gartner

Quantum computing is a type of non-classical computing that operates on the quantum state of subatomic particles. These particles represent information as elements denoted as quantum bits (qubits). A qubit can represent all possible values of its two dimensions (superposition) until it is observed. Qubits can be linked with other qubits, a property known as entanglement. Quantum algorithms manipulate linked qubits in their entangled state, a process that addresses problems with vast combinatorial complexity.

Quantum computing could potentially be well-suited to run simulations to study atomic/molecular interactions, which are critical in new drug/chemical discovery.

It could also offer distinct benefits in solving optimisation problems characterised by multimodal function objectives, such as fleet optimisation or cargo distribution. Analysing classical data with quantum algorithms could improve classification accuracy, while also helping in identifying hidden patterns. Quantum computing could enable accurate simulations of battery chemistry and operation that will lead to improved performance of future electric vehicle batteries. These are just a few examples of use-cases where quantum computing would offer disruptive benefits over classical systems.

Quantum computing will not replace current generations of classical computers; however, the future will be a hybrid workflow with different tasks requiring different levels of integration between classical and quantum computers.

However, there are several challenges that quantum computing faces today, including scalability, system size, complex hybrid ecosystem, error and power consumption, along with the fact that most systems today are handcrafted. Current quantum computing system designs in research require a complex hybrid ecosystem of physical technologies — often involving extremely low temperatures, vacuum environments and lasers, combined with high-performance general-purpose computer systems to control and manage the quantum elements. Further, unlike classical systems that are fabricated with well-established silicon-based semiconductor technologies, there is on-going research on various ways to manufacture these qubits.

While quantum computing continues to make progress, today quantum computing as a service is gaining momentum to offer low risk and cost options for end users to experiment, learn, and explore this technology. Research organisations, academia, and industry has made strong progress in quantum computing, see figure below for current timeline projections.

Today as this is still an emerging technology, skills and investments are getting spread across too many companies. However, as the ecosystem matures, quantum computing technology demand will pick up, there will be a strong need of a skillful workforce. Education and expertise would be required across several areas, including quantum mechanics, physics, mathematics, computer science, electronics, modelling, and data analytics. The opportunities ahead are tremendous.

UTC view: Tariq Mushtaq, Director of Computer Science and Information Technology, UTC Heathrow

As quantum computing transitions from theoretical research to practical application, it’s imperative that educational institutions, particularly University Technical Colleges (UTCs), equip students with the foundational knowledge and skills to engage with this transformative technology.

1. Integrate quantum concepts into existing curricula

Quantum computing fundamentally relies on principles of quantum mechanics, probability, and linear algebra. By embedding quantum-related topics into existing mathematics and physics lessons, educators can introduce students to concepts such as superposition, entanglement, and quantum algorithms. For instance, when teaching probability, discussions can include how quantum bits (qubits) differ from classical bits in representing information.

2. Leverage computing and IT courses

UTCs specialising in computing and IT are well-positioned to introduce students to quantum programming languages like Qiskit or Cirq. Incorporating basic quantum programming exercises into coding classes can demystify the subject and spark interest. Additionally, discussing the differences between classical and quantum algorithms can provide students with a broader perspective on computational thinking.

3. Establish quantum-focused enrichment activities

Extracurricular programmes, such as STEM clubs or dedicated quantum computing workshops, offer students hands-on experiences that reinforce classroom learning. Collaborations with universities and industry partners can provide access to quantum simulators or cloud-based quantum computers, allowing students to experiment with real quantum systems.

4. Foster industry partnerships

UTCs benefit from strong ties with industry partners, and this can be extended to the quantum sector. Engaging with companies and research institutions involved in quantum technology can lead to guest lectures, mentorship opportunities, and potential internships. Such collaborations not only provide students with insights into real-world applications but also help align educational content with industry needs.

5. Promote interdisciplinary learning

Quantum computing intersects with various disciplines, including computer science, physics, and engineering. Encouraging interdisciplinary projects can help students appreciate the multifaceted nature of quantum technologies. For example, a project could involve designing a quantum communication protocol, combining knowledge from physics and computer science.

6. Invest in teacher training and resources

To effectively teach quantum concepts, educators need access to appropriate training and resources. Professional development programmes focused on quantum education can empower teachers to confidently introduce these topics. Additionally, developing a repository of teaching materials, lesson plans, and interactive tools can support consistent and effective instruction across UTCs.

In conclusion, preparing students for the quantum era doesn’t necessitate a complete curriculum overhaul. By thoughtfully integrating quantum concepts into existing subjects, fostering industry partnerships, and providing enrichment opportunities, UTCs can play a pivotal role in developing the next generation of quantum-ready professionals. Embracing this challenge aligns with the UTC mission of delivering forward-looking, employer-informed education that equips students for the technologies of tomorrow.

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Any individuals or organisations that are interested in contributing to The Blueprint should contact Fraser Whieldon via fwhieldon@bakerdearing.org.

Top image: A working IQM quantum computer installed in Espoo, Finland. (Licence)

The Blueprint: “Students are going to be the people making the most of quantum computing”

Quantum computing has received less attention and fewer plaudits than artificial intelligence, a technological evolution which is unfolding around the same time. Yet it could become enormously important to industry and potentially create a sweep of high-paying career opportunities, so it ought to have a big impact on UTCs and students.

The difference in awareness between quantum computing and AI is maybe because the latter innovation has reached commercial maturity more quickly: News outlet Quantum Zeitgeist reported last year that the global AI and machine learning market was expected to be worth $190 billion by 2025. It is also much better understood by the public, with ChatGPT regularly being used by businesses and individuals for a variety of tasks.

However, quantum computing could potentially represent a much greater paradigm shift for business and science. The technology works using quantum bits, or qubits. Whereas your laptop or phone stores data in ones and zeroes – binary – qubits can exist as a one and a zero through ‘superposition’. A quantum computer, therefore, can process exponentially more possibilities simultaneously, and reach solutions faster, thanks to the unique properties of qubits.

As a global market, quantum computing is expected to be worth $65 billion by 2030 and US outlet CNBC reports that Amazon, Google, and Microsoft are “aggressively” developing the technology.

Amazon Web Services has announced a new quantum computing chip, Ocelot, and has launched Braket. The latter, a quantum computing service offered via the cloud, allows developers to write quantum algorithms then test and debug them on a classical computer, before running them on actual quantum hardware. Braket widens access to quantum computing because users will not need to invest in expensive hardware.

Google has unveiled a quantum computing chip called Willow, which it says can solve specific problems in five minutes, whereas a classical computer would take ten septillion years (septillion being a one followed by 24 zeroes), while “dramatically” reducing error rates.

Microsoft has unveiled its own chip, Majorana 1 involving a ‘topological’ conductor, which it is claimed will be more resistant to noise and error than typical quantum computers which are quite sensitive.

That sensitivity to environmental interference is partly why development of quantum computers has been so slow. Plus their potential is still being explored. However, with possible uses including the faster development of drugs and vaccines, scientists and employers are increasingly enthusiastic about this new technology.

If quantum computing will play a bigger role in industry and the pursuit of knowledge and as some UTC partners are already working in this sector, The Blueprint has sought to answer how UTC students can be prepared to work with this technology.

This edition features:

  • An interview with Daisy Shearer, Outreach and Education Lead for the National Quantum Computing Centre.
  • A US perspective from Gaurav Gupta, VP Analyst (Emerging Technologies and Trends) at major Connecticut-based research and advisory firm Gartner.
  • Plus, a view from a UTC provided by Tariq Mushtaq, Director of Computer Science and Information Technology, UTC Heathrow.

About University Technical Colleges and the Baker Dearing Educational Trust

University Technical Colleges deliver a science, technology, and creative curriculum at a secondary school level. There are now 44 UTCs across England, delivering a curriculum designed by and benefitting local employers to around 21,000 young people between the ages of 11 and 19.

Former education secretary Lord Baker and former Post Office chairman Lord Dearing spearheaded the development of the UTC programme and created the Baker Dearing Educational Trust to support it.

Baker Dearing is now focusing on widening access to technical education nationally, with UTCs and partners and through the:

If you are interested in discussing working with the Baker Dearing Educational Trust, please contact us through the link below.

Interview: Daisy Shearer, Outreach and Education Lead for the National Quantum Computing Centre

Put simply, what is quantum computing?

So quantum computing is essentially a completely new type of doing computation or solving problems. It’s a technology that uses the principles of quantum mechanics – so things on the very, very small scale, and that are very isolated, and very cold. For example, an atom or an electron or photon, a unit of light. These are the kinds of things that we use to build quantum computers and we use quantum mechanical phenomena that we only see within these systems to open up the possibilities of computing with problems where we’ve got really, really large data sets, lots of variables. The types of problems that even the biggest computers would take the age of the universe to solve – those are the kinds of problems that we’re interested in solving on quantum computers.

What do we know of its potential applications?

It’s still the very early days of the technology, but there’s a lot of work going into the computer science side of things and investigating the types of algorithms that will be useful in quantum computers. We can essentially simulate a quantum computer and then do very small problems on them, but that’s the stage we’re at this moment.

For example, the NQCC quantum hackathon is a place where we start to explore some of these small scale problems that could then be scaled up to tackle larger things. We’re exploring lots of different sectors and part of our work here is around helping businesses understand where quantum computing might fit in as a tool in their research toolkit. The sectors that we’re currently looking at in particular are healthcare, finance, energy; but really, really broad applications. There are examples that I can give you from our hackathon in particular of quite tangible routes that we’re starting to explore and one of my favourites is from the NHS.

They brought a problem of optimising allocation of hospital beds nationally. So that’s a problem that has lots and lots of different variables, lots of data to play around with and that’s something that quantum computing would be really good at because it is an optimisation problem and in the near term these are what quantum computers seem to be most useful at. We also think that they’ll be useful for simulation, so things like simulating atoms, molecules; it might have applications in like drug discovery and pharma – those kinds of areas as well.

Another really interesting example is from BT. They brought a problem about optimising their telephone networks. Again quantum computer is really good at optimising those problems where there’s lots of different variables to play around with and lots to think about.

You mentioned there about talking to business regarding the applications of this. What is the appetite among business for this technology?

That varies depending on sector. I would say some sectors are much more heavily engaged. For example, the finance sector seem to be really early adopters or have an early interest in the technology and part of our work at the NQCC is about enabling other sectors to do this exploratory work; identify how, why and in what ways quantum computing can support them. We’re seeing quite a lot of interest, like I said, from finance, but also healthcare. So we recently published a quantum computing healthcare white paper I believe and we’ve seen really, really good interest from that side.

At the hackathon, there was a really broad range of different companies and sectors represented. Last year, we had a law enforcement use case so there is really interesting public sector stuff, but also private sector as well.

I’d say that there’s different areas of interest. There’s interest from a broader range of people that do a lot of research and development and scientific research, but then on the other side, we’ve also got the quantum computing sector. So the entire supply chain going through to building these machines and developing them and developing the software as well. I think there are two separate sides: One’s on the end user use side of things and the other on building and infrastructure.

We’re seeing a lot of interest from our quantum computing companies. They’re looking for people who can build these things, understand the science, upkeep them. So there are technician and engineering roles coming through and a need for cryogenic and electrical engineering skills.

It is those sort of standard engineering type skills and technical skills. We’ve then got the people who can do the programming for the machines and complete that translation from quantum and qubits, which are the fundamental building blocks of quantum computers, into regular computing. Because when we’re coding a quantum computer, we’re interfacing on a regular computer.

Fantastic. We know that there’s multinationals such as Google and Amazon are investing in this. Do you think quantum computing will eventually benefit small to medium businesses as well?

Yeah, definitely. I think it’s really great to see the investment that the government’s put into the likes of the NQCC. Part of our role is in providing access to quantum computers. We have our quantum computing access programme that’s open to academics at the moment. I think that that’s a really good route for SMEs to use quantum computers.

I think the big players are always going to have some level of domination over the market just because of the sheer amount of investment that they’re putting into it. Our role is to stimulate growth of quantum computing in the UK through investment in a broad range of technologies. For instance via our testbed programme and access through the cloud. So it’s a little bit of enabling as much engagement with this technology as we can and also accelerating it, particularly in the UK. This engagement supports start ups and SMEs in the supply chain and those actively developing or working with quantum computers.

I know the NQCC has been working on bringing people into this sector. Do you think we have the skills in the UK to make the most of this technology?

Definitely. We always talk about this and I guess there’s a STEM skills gap in general that we know about and that feeds in through to quantum. I don’t think it’s specific to the UK, it’s international. There’s a lot of talk about this quantum skills gap and how we can tackle this by opening up the routes into quantum. At the moment, it’s very PhD and research and development-dominated, and I think that there’s definitely going to be a shift as the technology matures and develops into having a broader range of people engaging with it.

At the NQCC, we hire straight out of undergraduate masters degree programmes. So we’re already seeing that shift. I think we’re also having an apprentice from September as well, which is great. So yeah, lots of sort of tangible steps towards broadening that out.

I think we definitely have a real strength in quantum computing and quantum technologies as a whole. We’ve got the National Quantum Technologies Programme, which has been going since 2014, and the UK has really been a forerunner in championing this technology and backing it through our national infrastructure. That really plays to our strength. We’re really strong in research and development, in particular, perhaps less strong in commercialisation, but that’s where the NQCC comes into play to try and facilitate that. I think in terms of skills, we’ve got a lot of really, really amazing minds already in the industry, and we’re seeing from the likes of the Department for Science, Innovation and Technology [DSIT], a lot of interest and engagement in the skills side of things.

The Quantum Skills Taskforce is a piece of work that we’ve been a part of and that’s been run through DSIT. That’s specifically investigating some of these skills gaps, opportunities and how we can support quantum computing in particular and other quantum technologies in the UK.

Like I said before, it’s not just the programming side of things, that’s also the engineering side and there’s a lot of interest in these highly applicable skills across sectors. Those engineering skills, in particular, if you know how to build a cryogenic infrastructure, that can be applicable across different areas.

I think one of the challenges we face is people seeing quantum is maybe being a little bit uncertain because we’re very early on. We’re finding the skills that people need for quantum are highly applicable in other STEM fields as well. And it affects other sectors too, so a lot of the skills in the semiconductor industry are very applicable across the continent as well.

So it will be those sort of hardware and software jobs that will need to be filled in the sector?

Yeah, I think in particular and the when we talk about hardware, there is a lot of the operational upkeep as well because we have to keep quantum computers really cold at the moment, so that they’re isolated and we can make the most of the quantum mechanics that happen in our ion atoms. We have lots of different ones at the NQCC, those systems that keep the quantum computers doing the quantum thing and they need looking after and they need people who can troubleshoot any problems that arise in order to keep them up and running and accessible.

Because they’re quite sensitive, aren’t there? Very sensitive to shocks and changing temperature and so forth?

Absolutely, yeah.

So you’re talking about how it’s gone from being a PhD dominated field to including more masters and bachelors graduates and now you are getting an apprentice involved. Our University Technical Colleges are schools. How do you think teachers can start preparing students in schools to work with quantum computing?

I think it’s a great question, especially at the early stage of the technology. I think context is really key. So introducing the idea that this is a technology that is actively being developed. I mean, thinking about the history of computing, we are very much still in the ‘room full of vacuum tubes’ stage of quantum computers.

But I think if you can contextualise it within other subjects – that’s a really nice link at this stage. So for instance, we can think of maths: If we’re doing probability, we can think about quantum computing as an application of that.

We can also think about it in terms of computing class. So an extension of our thinking about algorithms and these kinds of things. We can introduce young people to the ideas of quantum computing and let them know that it’s a thing that’s happening and it’s a really interesting field to be in, not that I’m biased, but there’s lots and lots of opportunity here.

Equally, I’m a big fan of things like STEM clubs. I think those are a really nice place to dig into more detail.

We’re thinking about how can we bring our researchers into schools and how that can enhance the curriculum, rather than it being an extra thing, because I appreciate teachers are absolutely swamped and they probably don’t have time to learn the ins and outs of quantum computing.

Mostly it’s the awareness piece, I think, more so than a deep understanding, because that is achieved at the post-secondary stage.

It is also about encouraging students to do their own self study. There are a lot of great online resources which is something that the NQCC is looking to enhance. In the future, there’ll be more and more resources for younger and younger learners to engage with.

As the technology gets more developed and reaches more maturity, do you think it’s something that schools will be able to teach? Will they be able to afford the equipment, for instance, to prepare students directly for these careers?

Really interesting question and I think I would look at things like high performance computing and how that’s tackled, because it’s highly comparable to quantum computing and I see quantum computing as an extension of high performance computing and super computing. I do think that once it reaches a level of maturity, we’ll see more access for schools.

As I mentioned before, we have a team that does cloud access to these really sort of larger scale quantum computers and I think it’s always going to be cloud access, although there are some educational tools that are coming online that are like quantum emulators – so regular computers that can emulate a very simple quantum circuit. There’s one called Quokka that’s come out of Australia. There are some really interesting small tools starting to come through that aren’t quantum computers themselves, but they can emulate what a quantum computer does and that can be a really great learning tool, especially for digging into the details of like, how do you build a quantum algorithm? What does that look like?

One of my big research questions at the moment is how much quantum mechanics is needed to code a quantum computer now and how much will be needed in five, ten, 20 years time? I think back in the day with regular computers, you needed to have an in-depth understanding of how those all those switches work. But now you don’t. You can just interface very, very easily. So I’m thinking about how might that happen with quantum as well.

I think because we’re already in this world where we’re using regular computers to interface with quantum computers, we’re already a step ahead and it will be interesting to see what comes through that.

Absolutely, yeah. My final question really is about the of timeline for all of this. How far off do you think widespread adoption of quantum computing is?

That is a really hard questions to answer. It really is so early that it’s very hard to put any stringent numbers on things. This word ‘widespread adoption,’ what does that mean really?

So we talk about currently being in what we call the noisy intermediate scale quantum era, the NISQ era, which is a mouthful. We think that to move into this quantum utility or quantum advantage era, we’ll need quite large machines.

At the moment, we’ve got hundreds, maybe thousands of qubits in a couple of machines. We’re going to need, 100,000 qubits to move into that quantum utility era and there are many engineering challenges that come along with that.

I can only report on what I see in the literature and what my colleagues say. At least ten years is what most people are predicting to get to that quantum advantage stage. It is very dependent also on how much investment goes in.

I think that that is the timeline: ten, 20 years for people using it regularly as a tool. And that’s why schools are an interesting group to look at because students are going to be the people that will be really using these machines and making the most of them.

Thank you so much for that. Is there anything you wanted to add?

Thanks so much for the opportunity. We’re looking a lot at what continuous professional development we can do for teachers –  what they want, what would help them – and we are driven by their views rather than us making assumptions. So I am keen to be connected with people.

Opinion: Gaurav Gupta, VP Analyst (Emerging Technologies and Trends), Gartner

Quantum computing is a type of non-classical computing that operates on the quantum state of subatomic particles. These particles represent information as elements denoted as quantum bits (qubits). A qubit can represent all possible values of its two dimensions (superposition) until it is observed. Qubits can be linked with other qubits, a property known as entanglement. Quantum algorithms manipulate linked qubits in their entangled state, a process that addresses problems with vast combinatorial complexity.

Quantum computing could potentially be well-suited to run simulations to study atomic/molecular interactions, which are critical in new drug/chemical discovery.

It could also offer distinct benefits in solving optimisation problems characterised by multimodal function objectives, such as fleet optimisation or cargo distribution. Analysing classical data with quantum algorithms could improve classification accuracy, while also helping in identifying hidden patterns. Quantum computing could enable accurate simulations of battery chemistry and operation that will lead to improved performance of future electric vehicle batteries. These are just a few examples of use-cases where quantum computing would offer disruptive benefits over classical systems.

Quantum computing will not replace current generations of classical computers; however, the future will be a hybrid workflow with different tasks requiring different levels of integration between classical and quantum computers.

However, there are several challenges that quantum computing faces today, including scalability, system size, complex hybrid ecosystem, error and power consumption, along with the fact that most systems today are handcrafted. Current quantum computing system designs in research require a complex hybrid ecosystem of physical technologies — often involving extremely low temperatures, vacuum environments and lasers, combined with high-performance general-purpose computer systems to control and manage the quantum elements. Further, unlike classical systems that are fabricated with well-established silicon-based semiconductor technologies, there is on-going research on various ways to manufacture these qubits.

While quantum computing continues to make progress, today quantum computing as a service is gaining momentum to offer low risk and cost options for end users to experiment, learn, and explore this technology. Research organisations, academia, and industry has made strong progress in quantum computing, see figure below for current timeline projections.

Today as this is still an emerging technology, skills and investments are getting spread across too many companies. However, as the ecosystem matures, quantum computing technology demand will pick up, there will be a strong need of a skillful workforce. Education and expertise would be required across several areas, including quantum mechanics, physics, mathematics, computer science, electronics, modelling, and data analytics. The opportunities ahead are tremendous.

UTC view: Tariq Mushtaq, Director of Computer Science and Information Technology, UTC Heathrow

As quantum computing transitions from theoretical research to practical application, it’s imperative that educational institutions, particularly University Technical Colleges (UTCs), equip students with the foundational knowledge and skills to engage with this transformative technology.

1. Integrate quantum concepts into existing curricula

Quantum computing fundamentally relies on principles of quantum mechanics, probability, and linear algebra. By embedding quantum-related topics into existing mathematics and physics lessons, educators can introduce students to concepts such as superposition, entanglement, and quantum algorithms. For instance, when teaching probability, discussions can include how quantum bits (qubits) differ from classical bits in representing information.

2. Leverage computing and IT courses

UTCs specialising in computing and IT are well-positioned to introduce students to quantum programming languages like Qiskit or Cirq. Incorporating basic quantum programming exercises into coding classes can demystify the subject and spark interest. Additionally, discussing the differences between classical and quantum algorithms can provide students with a broader perspective on computational thinking.

3. Establish quantum-focused enrichment activities

Extracurricular programmes, such as STEM clubs or dedicated quantum computing workshops, offer students hands-on experiences that reinforce classroom learning. Collaborations with universities and industry partners can provide access to quantum simulators or cloud-based quantum computers, allowing students to experiment with real quantum systems.

4. Foster industry partnerships

UTCs benefit from strong ties with industry partners, and this can be extended to the quantum sector. Engaging with companies and research institutions involved in quantum technology can lead to guest lectures, mentorship opportunities, and potential internships. Such collaborations not only provide students with insights into real-world applications but also help align educational content with industry needs.

5. Promote interdisciplinary learning

Quantum computing intersects with various disciplines, including computer science, physics, and engineering. Encouraging interdisciplinary projects can help students appreciate the multifaceted nature of quantum technologies. For example, a project could involve designing a quantum communication protocol, combining knowledge from physics and computer science.

6. Invest in teacher training and resources

To effectively teach quantum concepts, educators need access to appropriate training and resources. Professional development programmes focused on quantum education can empower teachers to confidently introduce these topics. Additionally, developing a repository of teaching materials, lesson plans, and interactive tools can support consistent and effective instruction across UTCs.

In conclusion, preparing students for the quantum era doesn’t necessitate a complete curriculum overhaul. By thoughtfully integrating quantum concepts into existing subjects, fostering industry partnerships, and providing enrichment opportunities, UTCs can play a pivotal role in developing the next generation of quantum-ready professionals. Embracing this challenge aligns with the UTC mission of delivering forward-looking, employer-informed education that equips students for the technologies of tomorrow.

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Top image: A working IQM quantum computer installed in Espoo, Finland. (Licence)

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