Luxembourg Tech School (LTS) isn’t a coding school. Programming represents just one part of a much bigger goal. Its courses teach students how to create & problem solve using technology. While creativity plays a role in all of LTS’s modules, it takes centerstage in the Level Up module, AI Creativity & Arts, & the entirely new Level G0.
The program’s immensely successful Level One course, launched in 2016 to develop digital leaders, expanded from a single high school to seven & led to the launch of Level Up, a continuation course for graduates. In 2017, LTS graduated 34 students, and, in 2019, it graduated 115 with no signs of slowing down. While Level One examines game development, big data & fintech, Level Up initially launched with two modules – space resources & AI for finance – before adding AI Creativity & Arts to its ranks last year.
The well-received addition introduces students to generative AI, which revolves around taking data & creating something new using models & tools. Students see firsthand the interplay between people & machines & how the roles can complement each other to produce new works.
“We give them some information, but then they explore for themselves.”
Inclusion is important to LTS. What have you done in this regard?
In March, we launched LTS Online. It was an idea before Covid, but suddenly everything had to be done much faster. We had a pilot to test it out & saw that it worked really well. We have students who don’t want to travel two hours but want to be a part. That’s why one of our Level G0 cohorts will also be entirely online. The question is always, “How can we manage to bring LTS to all young people?” We also want to give the chance to students with special needs. This summer we’ll start working with the Red Cross to bring creative coding to refugee families. We want to evolve that in Luxembourg with other partners and foundations, too.
How does LTS provide practical preparation to future digital leaders?
We believe in project-based work. They’re always learning how to create something with the help of technology. We give them a broad overview, but they’re still able to do something with it. We give them some information, & then they explore for themselves.
Why is it important to differentiate LTS from a coding course?
People think that technology equals coding, but it’s just one part. In my opinion, the broader view is much more important, because we won’t have 90 percent of kids working as software engineers or programmers. But we will have 90 percent working with digital tools, tech-related tools or technology businesses, so they need a broader view than just the coding aspects.
What is Learning to Work?
We created this a little over a year ago. Students coming out of school were applying for jobs & companies were asking what experience they had. We decided to create side student jobs for them. Through Learning to Work, they can work a few hours per week on a specific project, usually one that we co-launch with a partner. The financial Game of Life project that came from the CSSF is one example. They wanted our students to work on a gamified financial education app.