1. Welcome to TechLife 2020 Cogent Sector Skills Council Limited

2. TechLife 2020: Agenda (am) AGENDA 10:00Registration and refreshments 10:20WelcomeJoanna Woolf Cogent 10:30The role of the Technician CouncilDavid Ozholl The Technician Council 10:45Life Sciences: Technical skills in perspectiveCaroline Sudworth Cogent 11:00Employer technician training: The Novartis model Emma Budd Novartis 11:20Workshop 1: What are your technician needs? Caroline Sudworth Cogent 11:55Feedback 12:15Lunch

3. TechLife 2020: Agenda (pm) Lunch 13.15Potential models for trainingCharles Pickford Foundation Degree Forward 13.30Developing the right content and delivery methods Helen Thomas Working Higher (Bioscience) 13:45Workshop 2: Your ideal supply and delivery models Helen Thomas Working Higher (Bioscience) 14:15Feedback 14:30Workshop 3: How can we help you with funding and administration? Pauline Maden Cogent 14:45Feedback 14:55Refreshments 15:10Workshop 4: What are the next steps? Caroline Sudworth Cogent 15:45Feedback 16:05Setting your prioritiesAll 16:25Thank youJoanna Woolf Cogent 16.30Close

4. Welcome to TechLife 2020 Joanna Woolf CEO Cogent Sector Skills Council Limited

5. The Role of the Technician Council David Ozholl Cogent Sector Skills Council Limited

6. Life Sciences: Technical Skills in Perspective Caroline Sudworth Project Lead Cogent Sector Skills Council Limited

7. BioVision: The BioEconomy BioVision; October 2010 Skills Vision for UK Life Sciences and Biotechnology

8. Proposed Growth Sectors (OECD 2009)

9. From R&D to Commercialisation

10. The Skills Demographic

11. Overview: Skills Needs

12. The Life Science Sector: A problem with age? Technician Training

13. The Life Science Sector: A problem with technical skills? Dr Aileen Allsop (AZ) Chairman of the ABPI Skills Taskforce and the Bioscience Sector Skills Group said “Employers find the landscape of biology-based degrees bewildering. There is tremendous variation of course content even within defined biological disciplines and a challenge to identify graduates with the appropriate practical experience and mathematical skills to support a career in research. Accreditation will identify students who have the appropriate background, skills and interest.” Education Employment On the Job Training

14. In Depth: Technical Skills * & Laboratory Skills Understanding of basic experimental design, observation, recording, and testing hypotheses. Ability to plan and conduct a scientific experiment with appropriate controls and analysis of data. Demonstration of good, safe laboratory practice, including an understanding of Good Laboratory Practice, standard operating procedures and the impact of health and safety in the laboratory environment (and environmental issues). Basic practical laboratory procedures (setting up equipment, use of pipettes, serial dilutions, basic chromatography and basic chemistry skills). Exposure to molecular biology procedures (such as tissue culture and collection, aseptic techniques). Experience of the handling of live organisms and dissection of organs. Research Methods, Mathematical and Data Handling Skills Application of scientific and mathematical knowledge in designing experiments and interpreting results. Ability to accurately observe and record data (including understanding of the importance of accuracy over speed). Recognition of the integrity of data gathered. Ability to bring aspects of an experiment together. Understanding of how errors arise (including use of error bars). Critical analysis of their results. Independent and confident interpretation and assessment of scientific experiments. Critical thinking skills and being able to dispute scientific procedures, data sets and other people’s work. Basic report writing and accurate record keeping. Data and text mining skills. Project/Functional and Behavioural Skills Problem solving skills, for example independently solving difficulties encountered in the lab. Ability to develop a project plan and be able to use it as a communication tool. Know how and when to use IT; including Word, Excel (use of spreadsheets for computer modelling), data capture devices, search engines (to effectively research scientific literature). Communication and interpersonal skills. Team working, collaboration and problem solving. Independent working. * ABPI Skills Needs for Biomedical Research, October 2008 & The Higher Education Academy (HEA) and Subject Centres have compiled 'Student Employability Profiles’ in collaboration with the Council for Industry and Higher Education

15. What more can we do to help? Addressing employer needs –Understanding practical skills needs –Understanding employer/ee delivery needs Managing Expectations –Industry and employee expectations –Increase industry engagement with providers Employer/ees accessing and working with providers –Simple access routes to relevant training –Accreditation of in-house training

16. Thank You Contact: caroline.sudworth@cogent-ssc.com More information: www.cogent-ssc.com/Higher_level_skills/techlife2020_index.php

17. Technician Training: The Novartis Experience Emma Budd Cogent Sector Skills Council Limited

18. Workshop 1: Your Technician Needs Cogent Sector Skills Council Limited

19. Your Need for Technicians Is there a problem? What exists already? What works, what doesn’t? Buy-in to long term strategy?

20. Potential Models for Training Charles Pickford Foundation Degree Forward Cogent Sector Skills Council Limited

21. Curriculum and Delivery Mechanisms Helen Thomas Working Higher – Bioscience Cogent Sector Skills Council Limited

22. Workshop 2: Supply and Delivery Cogent Sector Skills Council Limited

23. Delivery Pathways for Training What suits your business best? –In-house training accreditation –Flexible delivery models –Preferred providers What are the key areas? –Skills, knowledge and understanding –Techniques Core and Sector Specific Needs

24. Workshop 3: Funding and Administration Cogent Sector Skills Council Limited

25. Helping you through funding and administration Will better access to student finance increase demand from learners within the workplace? In what ways would you be willing to make a contribution? –Support with fees –Curriculum development –Delivery How can we support SMEs with less capacity/resources to contribute? What do you perceive to be key drivers for a successful funding model? What are your experiences of existing apprenticeship frameworks?

26. Workshop three In what ways would you be willing to make a contribution? –Support with fees –Curriculum development –Delivery What are the entry requirements? How do we attract the right people?

27. Workshop 4: The Next Steps Cogent Sector Skills Council Limited

28. Help us set your priorities Attraction of New Recruits Minimising Risk Collaboration Sector Specific Technical Skills Core Curriculum Accreditation of in house training Funding

29. Thank You www.cogent-ssc.com/Higher_level_skills/techlife2020_index.php www.cogent-ssc.com/Higher_level_skills/techlife2020_index.php Cogent Sector Skills Council Limited