engaging academia in the industry skills agenda david cracknell director of lifelong learning...
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Engaging Academia in the
Industry Skills Agenda David Cracknell
Director of Lifelong Learning
Construction Industry Council [CIC is a partner in ConstructionSkills Sector Skills Council]
• Industry structure• Industry skills issues• Industry Occupational Standards• ConstructionSkills skills work targets• The involvement of industry stakeholders
The Construction Industry Council
The representative forum for professional bodies, research organisations and specialist business associations in the construction industry (www.cic.org.uk):• development of strategic industry initiatives • influencing Government policy• strategic alliances – Strategic Forum, nCRISP,
Constructing Excellence, ConstructionSkills• technical, managerial & professional skills & Lifelong Learning
• CITB, CITB (NI) & CIC working in partnership • The Sector Skills Council for Construction (www.constructionskills.net)• licensed by Government via SSDA & Skills for
Business Network• responsible for targetting the skills and productivity needs of the sector• Employer-led with UK-wide remit & whole industry approach, involving all stakeholders• nb. CIC’s wider context – SummitSkills & AssetSkills
ConstructionSkills
Key goals/’people’ issues for SSCs
• Recruitment and retention
• Reducing skills gaps and shortages
• Meeting new demands
• Improving productivity & business performance
• Increasing opportunities for all the workforce
• Improving learning supply
CIC ConstructionSkillsStrategic objectives
• Development & implementation with partners of the ConstructionSkills Sector Skills Agreement
• Develop mechanisms to encourage & support involvement and benchmarking of
professional service employers in the ConstructionSkills agenda, to identify education, training & skills needs
• Develop programmes that provide access to support for professional service employers
that enable them to respond to industry challenges & performance development
The industry
• 2 million workers• 30% growth over 10 years + continuing
demand• 80% + in SMEs• Needs ½ million new entrants by 2010• 225,000 work in 23,500 in professional
consultancy organisations • Tech/managerial/professional annual intake
needed c18th+• Latham, Egan agendas• Industry image
Built Environment Professional Services
Skills Survey 2003/4• General management, communication, technical &
practical skills gaps
• Issues relating to size of firms, region & discipline and skills gaps in existing staff
• Difficulties recruiting staff & standard of applicants
• Employer investment in training
• Issues about individual development through related education, training and industrial experience
• Learning from best practice
General skills issues 80% of firms experience
moderate problems with the skills of their existing staff
65% have experienced significant difficulty in recruiting skilled staff
Smaller firms experience less severe problems recruiting skilled staff than larger ones
Firms in different regions appear to have more significant problems in recruiting skilled staff
25 or more employees
Difficulties recruiting skilled staff
43210
Per
cent
40
30
20
10
0
2%
48%
6%
3%
6%
3%
2%
6%
15%
9%
2%
Other
Technical
Literacy
Numeracy
Management
Problem solving
Teamworking
Client handling
Communication
Prof IT
Gen IT
Technical and practical
2%
48%
6%
3%
6%
3%
2%
6%
15%
9%
2%
Other
Technical
Literacy
Numeracy
Management
Problem solving
Teamworking
Client handling
Communication
Prof IT
Gen IT
Technical and practical
Specific skills issues Technical and practical skills
are the largest problem area IT skills present problems
for many firms but there is a difference between existing staff and new applicants
Skills problems with applicants are higher in:
technical & practical literacy communications
Problems with existing staff are higher in general & professional IT skills
Competence issues
• Architectural practices have problems with design & development competencies:
• identifying & agreeing project requirements, coordinating design processes & preparing & agreeing detailed designs
• Engineering practices also have a majority of issues with design & development competencies:
• Including co-coordinating project design processes, preparing design documentation & developing preparing & agreeing project design schemes
• Surveying practices have problems with construction & installation competencies:
• Including implementing procurement processes & commissioning/completing projects
Quality of recruits
The balance between respondents who feel the quality of recruits has increased compared to those believing it has fallen is largely negative
Architectural firms are more positive about the quality of professional recruits
Multidisciplinary firms are more positive about the quality of graduate recruits
39% of respondents feel that the quality of graduates has stayed the same
Change in Quality of New Recruits by Region
-5
-45
-35
-36
17
-33
-35
-25
-4
-19
-27
-21
-50 -40 -30 -20 -10 0 10 20 30
East Anglia
East Midlands
Greater London
North
Northern Ireland
North West
Scotland
South East
South West
Wales
West Midlands
Yorkshire & the Humber
Reg
ion
Percentage Balance
Change in quality of recruits by regionChange in Quality of New Recruits by Region
-5
-45
-35
-36
17
-33
-35
-25
-4
-19
-27
-21
-50 -40 -30 -20 -10 0 10 20 30
East Anglia
East Midlands
Greater London
North
Northern Ireland
North West
Scotland
South East
South West
Wales
West Midlands
Yorkshire & the Humber
Reg
ion
Percentage Balance
Change in quality of recruits by region
The view from/of education
• Academia is doing a good job, but with a restricting traditional & professional institution-driven silo approach
• Industry/professions demand more from students• Mixed views on level & value of employer input to course
content• Industry qualification v ability to think creatively• More feedback needed on graduate destinations, adequacy
of provision & future demands• Emphasis on research rather than industry-relevant teaching
prowess • Too few graduates from HE courses• A non-coherent Industry HE structure – particularly for those
with non-cognate backgrounds
The Work of CICLifelong Learning
• Strategic focus to CIC’s education, training & qualification activities for built environment professionals:
• Works in conjunction with SSCs and key Government and industry bodies
• Strategy implemented via three Panels covering particular areas of activity:
• Occupational Standards Panel • Education Panel• Training & CPD Panel
CIC's Occupational Standards remit
• Management, development & implementation of Built Environment map and web-based database of Occupational Standards for technical, managerial & professional occupations (www.cicsc.org.uk)
• Management, development & validation of the Built Environment framework of higher level NVQs/SVQs (in conjunction with industry and Awarding Bodies)
• Validation of Built Environment Vocationally-related Qualifications
National Occupational Standards
• Define the workplace competence needed in employment
• An industry specification of:- occupational functions- range/scope of situations/circumstances- practical evidence that demonstrates
competence- structured underpinning knowledge
• “Diagnostic, developmental & qualifying”
NVQs/SVQs are qualifications based on Occupational Standards that demonstrate competence in a particular occupation
The significance ofOccupational Standards
• Programme to improve industry performance• Set by industry people for industry people• Define industry competence & knowledge
requirement & its occupational profile• Incrementally changed; balancing current best
practice, innovation & future skills needs• Shared industry tool with multiple uses• Focus for vocational education, training,
qualifications & people development• A means of international benchmarking• Framework for higher level NVQs/SVQs
Progression throughOccupational Standards
“An opportunity exists to form an underpinning system for the whole industry, with Occupational Standards being the common currency, enabling clear paths of development & progression for individuals and a competent workforce to serve the needs of clients, users and the community”
Recognising competence
Recognition &
Requirements
Occupational Standards
(Performance and K & U)
Assessment of evidence
against outcomes
Input development
CV
Employer profile
CSCS
Prof. Body IPD
Prof. Body CPD
Project/ Client
M4I, CBPP, IiP, RfP,
Benchmarking
Personal
Perf. / K & U
Peer
Perf.
Employer
Perf.
NVQ/SVQ
Perf. / K & U
Training qual.
Perf. / K & U
CSCS (H & S)
K & U
Acad. Qual.
K & U
Prof. Practice
Perf. / K & U
Personal study
Some Perf. Mainly K & U
Workplace
Mainly Perf. Some K & U
Training Programme
Some Perf. Mainly K & U
Academic Programme
Some Perf. Mainly K & U
Ma
pp
ing
to O
ccu
patio
na
l Sta
nda
rds
cove
ring
all
ind
ust
ry d
isci
plin
es
Progression ProjectPotential linking model
Academic/ Vocational education Qualifications ‘broadening’ knowledge outside IPD & NVQ/SVQ requirements
NVQ/SVQ A CPD Professional discipline performance & knowledge developed beyond IPD requirements
NVQ/SVQ B Areas CPD common Professional discipline to more performance & than one knowledge developed NVQ/SVQ beyond IPD requirements
CPD beyond discipline performance & knowledge developed beyond IPD requirements
Institution Initial Professional Development Professional Professional discipline Areas Professional discipline discipline performance & common performance & knowledge knowledge developed to more knowledge developed to meet IPD to meet IPD & NVQ/SVQ than one to meet IPD & NVQ/SVQ requirements requirements NVQ/SVQ requirements Professional discipline Areas Professional performance developed common discipline in conjunction with to more performance matched academic than one developed in knowledge NVQ/SVQ conjunction to meet IPD & NVQ/SVQ with matched requirements academic knowledge to meet IPD & NVQ/SVQ requirements
PROGRESSION PROJECT KEY RELATIONSHIP POTENTIAL FOR ACHIEVING PROGRESSION
Ind
ivid
ua
l O
ccu
pa
tio
na
l S
tan
da
rd
CIC's work on Occupational Standards
• Development of (Standards, Training & Education for Progression) guidance for application of industry Occupational Standards (www.cicsc.org.uk) for:
• employers and employees (User’s Guide)• education and training providers (Matching projects)• Professional Institutions (structured CPD framework
and Progression project – inter-relating academic, vocational & professional qualifications)
• the industry, its performance initiatives, clients and supply chain (Standards of Competence to Improve Performance project)
CIC ConstructionSkills
Image & Recruitment (1) • recruit target numbers of high quality students to
further/higher education courses• Develop & co-ordinate collaborative careers
promotion for the higher level of the sector through collaboration with stakeholders, ‘Positive Image Campaign’, ‘ambassadors’ & joint schools activity, promoting diversity
• Develop Construction & Built Environment GCSE• www.bconstructive.co.uk one-stop shop careers
website• Inspire Scholarship Scheme - £1m with matched
funding for Construction Degree undergraduates
CIC ConstructionSkills
Image & Recruitment (2) • Support development & implementation of Foundation
Degrees, AMAs & GAs• Develop & implement Graduate Common Learning
Outcomes (also Intermediate CLOs) for sector higher level education programmes & subsequently, to develop cross-discipline programmes & joint accreditation criteria
• Support to industry education initiatives including Accelerating Change in Built Environment Education (www.cebe.heacademy.ac.uk/learning/acbee)
• Statistical analysis (UCAS) + Graduate destinations• Promote career progression through inter-relationship &
articulation between education, vocational (NVQ/SVQ) & professional qualifying programmes & CPD
CIC ConstructionSkillsQualifying the Workforce &
Continuing Development (1) • Management & updating of Built Environment higher
level Occupational Standards & NVQ/SVQ Framework to reflect industry needs
• Develop international benchmarking of Built Environment higher level Occupational Standards
• Working to align an all-embracing Sector Qualification Strategy with the QCA Framework for Achievement, QAA/HEFC and European Qualifications Framework
• Work with CITB & others to promote changes to industry demand-led education funding
CIC ConstructionSkillsQualifying the Workforce &
Continuing Development (2) • Review, update & promote structured industry
CPD significance, requirements, practice, guidance and support
• Support the Construction Skills Certification Scheme (www.cscs.uk.com) with respect to professional services and the enhancement of industry competence & health & safety
• Supporting the development of health & safety competence, in particular that issues are addressed in design qualifications
• Supporting the development of other key competence areas eg. sustainability, management etc.
CIC ConstructionSkillsImproving
Business Performance Develop, update & provide mechanisms & guidance to support employers in:
• benchmarking their competence and performance & assessing where improvement can be made
• providing signposting to a range of business & procurement improvement support tools (including Investors in People)
• pan-industry Construction Productivity Capacity and Skills Observatory
• Management & Leadership Framework• Building the Capability of Consultancy Practices to Take Up
and Utilise IT to Improve Business Performance – audit tool• Construction Knowledge Exchange
Future development needs
• Employer/school engagement• Courses should focus on product (outputs rather than
inputs) & on emerging industry practice• Cross-disciplinary education for the Built Environment first
– specialise later• More effective mentoring, training & work placement
programmes• Employer-professional institution Approved Training
Schemes for post graduation• Network of provider/industry Lifelong Learning Networks
to develop skills & knowledge in a practical workplace/ supply-chain environment
• Live project-based structured training approaches for the supply chain
Employer action
• undergraduate sponsorships & work experience (linked to academic programmes)
• supporting Construction Ambassadors• offering ‘expert’ input to enrich design and delivery of F/HE courses• revewing adequacy of induction, training and support for newly qualified
graduates• developing structured training culture• adopt guidance/benchmarking tools to drive competence & business
performance • work with SSCs
Professional Institution action
• to work more closely together at both national and regional level to exchange information, share common issues and tasks
• to review accreditation requirements and processes
• to promote the Construction Ambassadors Programme
• help drive the inter-relationaship of academic, vocational and professional qualification structures
• adopt structured, output-focused competence-based CPD
• work with SSCs
Further/Higher Education action
• through collaboration to ensure a regional sufficiency of provision to meet projected demand
• respond to industry skills needs in course provision• Incorporation of industry requirements in design and delivery of
courses• incorporate Graduate/Intermediate Common Learning Outcomes• develop good practice by including work based learning as an
assessable element of courses• improved tracking of undergraduates and graduates• work with SSCs
Partnership for Action
• Doing things better?
• Doing things differently?
• Doing things together?
Will only work if we
• each take responsibility
• make it an integral part of the way we do business
What will your contribution be?