Policy implications for London Yolande Burgess, London Councils Young People's Education and Skills
Academic shape of progression From GCSE and equivalent, 54 per cent progress to school VI forms. 3 per cent progress to Apprenticeships From A-Level and equivalent*, 56 per cent progress to HEIs. 3 per cent progress to Apprenticeships
Shares of qualifications required ONS Annual Population Survey, ONS Workforce Jobs series and GLA Economics calculations The proportion of jobs in London requiring either an ordinary or higher degree is projected to reach 53 per cent by 2036 (up from 46 per cent in 2011) The proportion requiring a higher education qualification of some sort or another rises to just over 60 per cent by 2036 (i.e. just over three out of every five jobs will require a higher education qualification)
The hourglass labour market Climbing the ladder - skills for sustainable recovery UKCES (2014) Demand for high skilled jobs are due to increase, middle skilled jobs are set for a decline In this 'hourglass' economy it can be hard for those in lower skilled occupations to progress
Qualified unevenly spread ONS Census (2011) No qualifications - ranges from 6.7 per cent to 27.9 per cent Level 4 or above - ranges from 68.4 per cent to 19.4 per cent
Unemployment by age ONS Regional Labour Market (2015)
Skills gaps and shortages Climbing the ladder - skills for sustainable recovery UKCES (2014) Skills gaps and skills shortages exist alongside underemployed talent Skills shortage vacancies (employers cannot find people with the skills/qualifications/experience for a role) accounted for just under a quarter of all vacancies in 2013 The most common types of skills shortages reported by employers are technical, practical or job specific skills - skills best gained in a workplace setting
Underselling vital options Climbing the ladder - skills for sustainable recovery UKCES (2014) Increasingly advanced jobs need high level skills, learned in the workplace The postsecondary vocational sector has been characterised as the ‘neglected middle child’, lost between the further and higher education systems The UK scores very low for young people’s participation in vocational tertiary education Participation in the four main higher vocational routes (Foundation Degrees, NVQs, HND/HNC, Higher Apprenticeships) does not make up even ten per cent of the level of participation in undergraduate first degrees
Critical: train more technical talent Train more technical talent: respond to market shortages of technically capable workers by improving education and training at all levels from school through to adult education Improving the supply of technically-qualified people will require a range of measures: –adjustments to school curriculums and career advice –changes of emphasis in both further and higher education –greater levels of industry co-operation and provision London Enterprise Panel London 2036: an agenda for jobs and growth (2015)
Critical: train more technical talent Working collectively across the stakeholder groups London needs to: –understand the true nature of the talent gaps –create a robust process for monitoring London’s performance on technical skills over time –identify the underlying reasons for lack of supply in critical areas –build a set of interventions to address the gaps : balancing quicker win initiatives (retraining in immediate shortage areas) with long-term interventions (addressing root causes of shortages in underlying STEM skills) London Enterprise Panel London 2036: an agenda for jobs and growth (2015)
Building a learning and skills eco-system for progression ‘ Collaborative local’ focused on 14+ progression & transitions 1. Progressive Area Reviews and planning comprehensive provision 6. Investment in sustained participation (e.g. 3-year sixth) 5. Progressive curriculum reform – local baccalaureates and progression routes 4. Regional high skills networks – linking FE, HE, ITPs employers and local government 3. Collaborative local learning systems at partnerships for comprehensive offer 2. Building a ladder of VET provision Focusing on 100 per cent of learners not just top and bottom Area Reviews to initiate new collaborative phase – focus on VET building Developing local & regional collaborative systems and networks Addressing the 17+ risk factors Arguing for new policies on qualifications and investment