Higher Level Skills in the Tees Valley Dr Ruth Helyer Dionne Lee Teesside University

Remember Leitch and the Challenges? UK has an under-qualified & under-skilled workforce 70% of the 2020 UK workforce have already left school Limited employer understanding of higher skills needs 40% of adults to be qualified to level 4 by 2020 Recent publications (Ambition 2020) claim many Leitch predictions are unlikely to be achieved

Government publications are still citing higher level skills as vital to the UK’s recovery from recession and future prosperity (L4 and above) – ‘skills with economic significance’ These are also the skills which develop the whole person - community, social, professional, personal facets (CPD) UK HE has a reputation for producing graduates with these skills – prepared for work and life ‘We cannot respond to the global economic challenges if we do not develop the potential of all our people’ (Higher Ambitions)

The Added Value of HE – ‘... learning how to learn, learning how to think; intellectual curiosity; the challenge and excitement of new ideas...’ (Cable 2010)

Focus on Future Jobs Employers & employees need higher level skills for jobs and industries that don’t yet exist: changeable, adaptable, pre-emptive Skills for Growth (The National Skills Strategy) (BIS 2009A) New Industries New Jobs – Building Britain’s Future (BERR 2009) New Skills for New Jobs: Action Now (European Commission 2010) The future is more than just tomorrow: Higher Education, the economy and the longer term (Universities UK 2010)

Employable graduates are required to fill skill shortage areas There are also skills gaps within the capabilities of individual employees who are already in the workplace UKCES ( Skills for Jobs: Today and Tomorrow, 2010 )suggest that 1/20 employers suffer from skills shortages, whereas 1/5 suffer from skills gaps

Research into:  Skills gaps in key Tees Valley  sectors  Provision of Higher Level Skills  Potential future scenarios Including:  Online Survey  Literature Review  Interviews  Case studies (

41% of training delivered by universities 31% of respondents participated in HLS training in the last 12 months – Sector Specific & Generic – for example: Leadership & Management MBA Software Training & Development Commercial Awareness 72% of these were managers Many employees operating at L4 and above without formal qualifications

25% planning to participate in higher level training in future: – 100% had company training plans – 44% had a training budget – 55% used TNA tools 25% planning to participate in higher level training in future: – 88% were doing so in order to develop the company – 77% were doing so in order to expand – 44% were doing so in order to diversify

Activity So, What do Companies Think??

What Companies Think Change is unavoidable ‘ The company needs to move into other areas of business in order to expand and grow; we will only be able to do this by investing in the right training for our employees’ (Engineering Company) Companies will invest, especially if: In long term plan/strategy Mandated/legally required

What Companies Think Investing in training is essential ‘Over the next several years we will expand and grow, but only if we invest in training for our employees…’ (Engineering company)

What Companies Think Who delivers the training matters ‘Practitioners are often the best qualified to train others and academics should work with them whenever possible’ (Manufacturing Company)

What Companies Think The HE skills landscape is confusing ‘Education providers need to explain what higher level skills actually are and what they can do for an employee’s potential and an organisation’s success’ (Interviewee from Training Company)

What Companies Think Clear lines of communication are essential between stakeholders ‘We need more training providers who are prepared to talk to businesses and ask what our needs are’ (Engineering Company) Gather LMI to ensure that skills policies and HEI’s programmes evolve and stay relevant

What Companies Think Relevance ‘More than anything, training has to be business relevant and providers need to be very flexible in developing and delivering training packages that are tailored to individual needs’ (Manufacturing Company)

What Companies Think There needs to be a balance between general and specific skills ‘We can help them with the subject skills – but it’s often the generic skills which are lacking ’(Interviewee from Training Company) ‘Employers expect graduates to be ‘oven- ready’ (Interviewee from Sector-wide Body)

Employability/Transferable/Life Skills Well rounded, professionally developed, individuals Adaptable/flexible/dynamic workforce, who: Strive to meet challenges Understand how to learn Are better equipped for both professional & private life Are aware of/practice CPD These skills make a difference in an increasingly constrained employment market

Activity What kind of skills do you think our survey respondents asked for?

Examples Cited by Survey Respondents Presentation skills Thinking strategically and analytically Leadership & Management Business Development Sales Skills – negotiating Communication skills Numeracy – in context Marketing IT & Software Training Commercial Awareness Innovation and creativity Legal issues – IP etc Common sense Being polite & punctual Problem solving Initiative Organising skills Interpersonal skills Making connections Writing skills Working independently

What Companies Think Flexible/Convenient/Accessible The sector needs more training that is relevant to companies’ specific industries and is assessed on the job (Logistics Company)...ideally provide[s] short modules and tailored to individual needs… (Digital Media Company)

Activity What can HEIs do?

Flexible/Convenient/Accessible Clear and accessible progression routes Spring/Summer uni Short concentrated bites of learning At flexible times and locations Accredited (or not) Framework style qualifications Master-classes Placements/sandwich courses etc…………………………

What HEIs can do? Develop more PG skills provision ‘The sector is predominantly a graduate sector, we would like to see more training opportunities at a post-graduate level’ (Digital Media Organisation) Create Lifelong Learners ‘Innovations are so rapid, to be successful you must be prepared to strive to continuously develop your skills and knowledge’ (Digital Media Organisation)

What Next? The future holds uncertainty, but: ‘Curriculum at the speed of light’ Information is vital – communication (which sometimes requires translation), LMI, research etc Economic squeeze on jobs – graduates need to stand out Continue to question and evolve the role of HLS and HE in developing the workforce of the future

Dr Ruth Helyer Head of Workforce Development (Research and Policy) Teesside University Dionne Lee VCE Policy Officer Teesside University