Strategy Skillset
-
Upload
soraia-novaes -
Category
Documents
-
view
235 -
download
0
Transcript of Strategy Skillset
-
8/8/2019 Strategy Skillset
1/70
SectorQualicationsStrategy
-
8/8/2019 Strategy Skillset
2/70
2
Contents
Section 1: Executive Summary
Section 2: Scope o the SQS
2.1. UK-WIDE SCOPE OF THE SQS
2.1.1. Sector coverage
2.1.2. Occupations covered
2.1.3. Employment
2.1.4. Geographical distribution o those employed in the Creative Media Industries
2.1.5. Population o learners
2.1.6. Range o provision and types o current qualications
2.2. KEY ISSUES AND PRIORITIES
2.2.1. Key Priorities or the Sector in terms o Qualications and Other Learning Provision
2.2.2. Government Policies
Section 3: Sector Working Environment
3.1. FEATURES OF THE WORKING ENVIRONMENT
3.1.1. Characteristics o the Workorce
3.1.2. Employment and Recruitment
3.1.3. Changes in the Sector
3.2. WORKFORCE TRENDS.
3.2.1. Demand
3.2.2. Technology
3.2.3. Competition3.2.4. Legal and Compliance Frameworks
3.2.5. Globalisation
Section 4: Summary o Current Qualications and Other Learning Provisions
4.1. TYPES OF QUALIFICATIONS WITHIN THE SKILLSET SECTOR
4.1.1. Sector-related Qualications
4.1.2. Types o Accredited Qualications used within the Sector
4.1.3. Other Types o Provision used within the Sector
4.1.4. Interrelationships
4.2. QUALIFICATIONS ANALYSIS
4.2.1. Take-up inormation
4.2.2. Future Inormation Requirements
4.3. MATCH TO EMPLOYERS NEEDS
4.3.1. Qualications and Other Learning Provision Used by the Sector
Section 5: Other Sector Uses o Qualicaytions
5.1. QUALIFICATIONS USED FOR REGULATION OF PRACTICE
5.2. QUALIFICATIONS USED TO PROMOTE CUSTOMER CONFIDENCE AND TO PROTECT CONSUMERS
Section 6: How the SSC or SSB will Help
6.1. VISION
6.2. COLLABORATIVE ACTION
6.3. FUTURE WORK
6.4. HOW THE SQS WILL BE MONITORED AND EVALUATED
3
8
20
25
54
55
8
8
8
9
12
12
13
14
14
14
20
20
21
21
22
22
23
23
24
24
25
26
27
31
33
34
34
37
38
38
54
54
56
63
65
68
Also available in large print, Braille, audiotape and PC ormatted disc ormats.
-
8/8/2019 Strategy Skillset
3/70
3
1.1 Introduction
Sector Qualications Strategy
1. Executive Summary
As the Sector Skills Council
or Creative Media, Skillset is
responsible or working with industry,
government, key partners and
stakeholders to identiy and tackle
the skills and productivity needs
o the sector throughout the UK.
Skillsets aim is to make sure the
Creative Media Industries have the
right people, with the right skills, in
the right place, at the right time.
The Sector Qualications Strategy
(SQS) ollows on rom the Sector
Skills Agreement (SSA) process.
Building on the work carried out in
the development o the SSA, and
also inormed through other strategic
sector engagement and labour
market research activities, the SQS
looks to address issues and priorities
identied in relation to qualications
and other learning provision used
or needed by the Creative Media
Industries. The SQS is a UK-wide
strategic document that will provide a
basis or planned, intensive activity by
all stakeholders, to realise the sectors
vision or uture qualication and
learning provision that is demand-led
and that supports progression and
development at all levels.
1.2 Scope o the SQS
This SQS relates to sectors in the
Creative Media Industry and which all
within Skillsets ootprint. The publishing
sector was added to Skillsets ootprint
in April 2008, by which time the SQS
had been developed and approved.
Beore the publishing sector can be
incorporated in the SQS, a ull
programme o research must be carried
out and a Sector Skills Agreement
produced. This is to ensure the
aspirations and recommendations or
the development and review o
provision or the sector accurately
refects the skills needs and gaps in
the sector. Following the completion
o a comprehensive programme o
research and the analysis o labour
market inormation, an SSA or
publishing will be produced. This
will provide the evidence to inorm
the recommendations and priorityactions or publishing in the SQS.
The SQS and SQS Action Plans
will then be rereshed in order to
incorporate publishing and to ully
refect the education, training and
development needs o the sector.
This SQS, thereore, includes in scope
all o the other sectors in Skillsets
ootprint, which represents the UKs
Creative Media Industry. They are:
television, lm commercials, corporate
production, radio, interactive media,
computer games, animation, acilities
and photo imaging. This diverse
ootprint is characterised by a young,
predominantly graduate workorce.
A high proportion o those working
in the industry do so on a reelance
basis, or are employed in small to
medium sized enterprises (SMEs). In
terms o geographical location, there
is a high concentration o the industry
in London and the south east, where
54% o the entire sector workorce
is based. This compares with as littleas 5% in Scotland, 3% in Wales, and
2% in Northern Ireland.
These characteristics are pertinent to
the SQS and its scope. The current
education prole puts the sectors
attention on higher level skill
development. The employment status
o the workorce, and the high
proportion o reelancers working inthe industry, means that provision
must be fexible and aordable.
-
8/8/2019 Strategy Skillset
4/70
4
The imbalance in geographical
distribution has urther implications in
relation to access and the need or online
and distance learning delivery models.
The SQS also necessarily takes into
account the current and emerging
government policies that relate to
education and training across the UK.
There are consistent drivers in the
our nations, such as an emphasis
on demand-led provision and the
need to provide progression routes
that support individual development.
Equally, there are clear distinctions
and dierences in emphasis that the
SQS must respond to and which the
SQS Action Plan must allow or.
In assessing the key government
priorities and policy in the our nations
against the key priorities o the sector
or qualications and other learning
provision, there is evident synergy.
Shared priorities include:
ademand-ledofferinwhich
industry are engaged in design,
development and delivery;
amoreexibleofferthatsupports
access, progression and entry to the
workorce by people rom more
diverse backgrounds;
fundingmodelsthatsupportthe
expansion o industry training and
access to industry accredited
training schemes;
arobustandeffectiveinformation
advice and guidance (IAG) oer;
opportunitiesthatsupportcontinued
proessional development (CPD),
particularly the development o
higher level skills in business and
leadership and management, and
theencouragementofsustainable
partnerships between industry and
education to support collaborative
delivery and access to high qualityeducation and training at all levels.
1.3 Sector WorkingEnvironment
The eatures o the working environment
in the Creative Media Industries must have
an impact on how qualications and other
learning provision are developed. Three
key actors that impact on how provision
needs to be tailored to meet the needso industry are: characteristics o the
workorce, employment and recruitment,
and changes in the sector.
A consideration o these key actors
highlights a number o considerations
that qualication review and the
development o new qualications
and provision must take into account.
These include:
availabilityofunitisedandcredit
based qualications at all levels to
support credit accumulation and
access to qualications o varying
sizes;
exibledeliverymodels,including
online and distance learning;
robustIAGandcareersguidance
linked to qualication development;
newdevelopmentthatsupports
access, progression and entry into
the workorce by people rom
a more diverse range o backgrounds.
An analysis o current workorce trends
and utures analysis also contributes
to the wider working environment and
has a signicant impact on the
development o new provision. There
are key drivers o change that impact
on the Creative Media Industries and
on which utures analysis has been
conducted. These are: demand,
technology, legal rameworks,
competition and globalisation.
In assessing these drivers in the context
o qualications and other learning
provision, key actors emerge that
must infuence the development o
uture provision. These include:
rapidchangesintechnologyand
proessional practice, resulting in
the need or access to continued
proessional development;
increasingsectorandplatform
convergence, resulting in the need
or cross-discipline and multi-
disciplinary working;
gapsinhigherlevelsskillsin
business, leadership and management
to support and sustain reelancers
and small to medium sized
enterprises (SMEs);
thearticulationofeconomically
valuable skills to support the
competitiveness and economic
growth o the sector.
Eective consideration o the
characteristics and sectoral trends o
the workorce will help to ensure that
provision or the sector is accessible,
benecial and o relevance to those
working in the industry and those
aiming to progress into it.
-
8/8/2019 Strategy Skillset
5/70
5
1.4 Summary o CurrentQualications and OtherLearning Provision
The dierent types o current
accredited qualications and other
learning provision in the scope o
this SQS include: sector related
qualications, vocational qualications,
occupational qualications,
apprenticeships, undergraduate and
postgraduate courses, and other
higher level provision. Non-accredited
provision used by the sector and also
in scope includes: industry training
schemes, new entrants training
schemes, inormal short course
provision, vendor qualications and
Skills Passports.
A detailed summary o this oer
in relation to type and purpose is
essential in order to make sense
o the current, airly complex
oer available. The articulation
o qualication purpose helps to
make the distinction between thosequalications and provision that
are used by the sector, and those
that the sector values or broader
educational purposes.
There are many sector related
vocational qualications that
the sector values or their broad
introduction to creativity and or their
contribution to the development o
media literacy, a transerable skill
strongly supported by the industry.
However, there are ar ewer pre-
entry preparatory qualications, those
vocational qualications that are
currently used by the sector.
There is a high volume o accredited
provision in related subject areas or
14-19 education, urther education
and higher education, and the take-
up gures or these qualications is
high. However, much o the provision
that the sector currently uses is non-
accredited and largely consists o
industry training and non-ormal short
course provision. In many areas o
the Creative Media Industries there
is receptiveness to qualications and
accredited provision, particularly
those that develop higher level
skills in more transerable areas
such as business, management
and leadership.
Through the Sector Skills Agrreement
(SSA) process and the development
o separate Sector Strategies, an
analysis has been carried out on
the sectors use o qualications,
their perceived value and the areas
in which industry is receptive to the
development o new accredited
provision to meet their skills needs.
Although the needs o the sectors
vary to some extent, there are a
number o consistent themes that
have emerged as a result o this
analysis. These include the need or:
pre-entrypreparatoryqualications
that develop relevant transerable
skills and a broad understanding
o the sector and o the breadth o
job roles in it;
moreexible,unitised,higherlevel
programmes and CPD courses,
particularly in business, and
management and leadership;
aLevel3preparatoryqualication
that oers an induction into
the Creative Media Industries,
incorporating knowledge and skill
development in the areas such
as health and saely, intellectual
property rights and proessional
working practices, and
occupationalqualicationsand
apprenticeships in discrete
occupational areas to support
access to accredited work based
training and the development
o more diverse entry routes
into employment.
-
8/8/2019 Strategy Skillset
6/70
6
1.5 Other Sector Useso Qualications
Qualications are not used as a
licence to practice in the Creative
Media Industries. However, in discrete
occupational areas, employersand practitioners support ormal
recognition o the demonstration o
competence in the workplace in the
interests o health and saety. In more
technical and crat grades in lm and
television, such as grips, stagehands
and lighting technicians, National
Vocational Qualications (NVQs)
have been developed to achieve this
end. As a means o demonstrating
proessional competence and
the achievement o the NVQ, a
Skills Passport scheme has been
introduced in these areas.
1.6 How Skillset will Helpto Realise the Future
The sectors view o the uture in
relation to qualications and other
learning provision is ambitious,
demanding a dynamic approach to
both process and partnership as a
means o achieving its vision. The
scope remains inclusive, recognising
that the value o learning goes
beyond that which is used directly
by the sector; clarication around
qualication purpose will help to
simpliy a currently complex picture.
Skillset will help to realise the sectors
view o qualication and other
learning provision through close
partnership working with awarding
bodies, higher education, industry
practitioners, regulatory authorities
and other key stakeholders. By
working in partnership, the distinction
between sector related qualications
valued by the sector and preparatoryqualications used by the sector can
be made and applied to the review
o existing provision. New pre-entry
preparatory qualications can be
developed that are demand-led,
supported by blueprints containing
the requirements that set out the
specic needs o the sector.
Partnership working will also
contribute towards realising the
sectors view o undergraduate,
postgraduate and other higher level
provision. Again, the distinction
is required between those
undergraduate and postgraduate
programmes that carry broad
educational value and the more
practical, vocationally orientated
courses that seek to support
progression into employment in
the sector. The Creative Media
Industries are keen to engage with
the development o higher level skills
provision, including short course
and CPD provision, to target skills
gaps in new entrants and the
existing workorce.
-
8/8/2019 Strategy Skillset
7/70
7
The sector is seeking a qualications
and provision system that supports a
number o underlying aspirations that
characterise this SQS. They are:
asimpliedsysteminwhichthe
distinction between the wider
educational value and the sector
use o qualications is explicit;
acoherentsystemthatsupports
progression at all levels and or
all learner populations, including
reelancers and those employed in
the sector;
anaccessibleofferthatsupports
take up rom a more diverse rangeo learners;
asustainableoffer,withfunding
models and delivery methods that
support take up and completion;
theavailabilityofexible,
accredited, unitised provision
that is more accessible or
those in employment or those
wishing to take their learning anddevelopment in stages;
ademand-ledofferthatleads
to the development o new
provision in discrete areas where
it is needed and supported by
the sector.
In order to make these aspirations
a reality, practical strategies are
recommended, the detail o whichwill be ully worked through in the
SQS Action Plan. The proposed
strategies to aect change are:
thedistinctionbetweenvocational
qualications used by the sector
and sector-related vocational
qualications that are not used by
the sector, but that are supported by
it or their broad educational value;
thecreationofasimpliedofferof
industry approved or supported
pre-entry preparatory and post-
entry higher level qualications
that are used by industry and
eectively meet its needs;
thedevelopmentofblueprintsto
support and inorm Vocational
Qualication (VQ) revision and
development;
thedevelopmentofhigherlevel
provision that more successully
meets the needs o industry,
maximising opportunities or more
fexible unding models, unitised
qualications that can be taken in
stages, and credit accumulation
and transer;
thewideningofaccess
to accredited work based
education and training through
the development o new
apprenticeship rameworks and
occupational qualications, and
the accreditation o industry
training, in priority areas identied
by the sector;
theroll-outofschemesthat
represent skills solutions or
industry, such as the Skills
Passport scheme in saety critical
grades in lm and television;
thesupportforpartnership
building and collaboration
between industry and education
through Skillsets Approvals and
Accreditation schemes, as wellas other networks and initiatives.
-
8/8/2019 Strategy Skillset
8/70
8
Skillsets ootprint embraces a wide
range o occupational groups, many
deploying highly specialised skills.
Overall, the industry is characterised
by a young, predominantly graduate
workorce, with reelancing very
common in many roles. However,sectors vary greatly in terms o
demographic characteristics. Film
production, commercials and
corporate production, which are
almost exclusively in the business o
content creation are almost entirely
reelance, male-dominated and
utilise a wide range o skills, many
o them non-graduate at entry level.
Television and radio are younger,have a higher representation o
women and recruit mainly graduates,
both rom media studies courses and
other disciplines, employing people
in both specialist and generic roles.
The newest sectors such as games
and web design are extremely young,
and virtually all new entrants are
graduates rom relevant disciplines.
2.1.1 Sector coverage
This SQS relates to sectors in
the Creative Media Industry
and which all within Skillsets
ootprint. The publishing sector
was added to Skillsets ootprint
in April 2008, by which time the
SQS had been developed and
approved. Beore the publishing
sector can be incorporated in the
5% per year, with urther sustained
growth orecast over the next ve years.
The industry employs one o the most
highly qualied workorces in the economy,
with over two thirds qualied to at least
graduate level. It is also very heavily
reliant on reelancers and sole traders,particularly in areas involving creation
and production o content. This creates
widespread demand or sel-managed
learning and continuing proessional
development, along with up-to-date
careers inormation, advice and guidance.
2.1.2 Occupationscovered
The sector is characterised by a verywide range o occupational groups
and roles, many o which employ
ew people, deploying very highly
specialised skills, requently in scarce
supply. While some occupational
groups such as journalism have
relatively clearly dened routes o
qualication, entry and progression,
there are others in evolving sectors
such as interactive media whichhave deed attempts at mapping
o occupations or career paths.
The ollowing list represents the
dened occupations within the
Creative Media Industries that are the
categories used or research and labour
market inormation (LMI) purposes:
2.1 UK-wide Scope o the SQS
Sector Qualications Strategy
2. Scope o the SQS
SQS, a ull programme o research
must be carried out and a Sector
Skills Agreement produced.
This is to ensure the aspirations
and recommendations or the
development and review o provision
or the sector accurately refectsthe skills needs and gaps in the
sector. Following the completion
o a comprehensive programme o
research and the analysis o labour
market inormation, an SSA or
publishing will be produced. This
will provide the evidence to inorm
the recommendations and priority
actions or publishing in the SQS.
The SQS and SQS Action Planswill then be rereshed in order to
incorporate publishing and to ully
refect the education, training and
development needs o the sector.
The industry embraces activities
dedicated to producing and distributing
content across all creative media platorms
such as television, radio, lm, games
consoles, the internet and others
that provide support to these sectors
such as post production and
equipment hire. Across the UK, these
industries combined now provide
employment or over 400,000 people,
contributing over 3% o Gross Value
Added (GVA) to the UKs economy.
Between 1993 and 2003, employment
in TV, radio and lm grew at a rate o
-
8/8/2019 Strategy Skillset
9/70
9
Producing
Production
JournalismandSport
RadioBroadcasting
TelevisionBroadcasting
ProgrammeDistribution
Transmission
BroadcastEngineering
StudioOperations
InteractiveorGamesProduction
InteractiveorGamesOperations
InteractiveorGamesBusiness
Draw/StopFrameAnimation
2D/3DComputerGenerated
Animation
ArtandDesign
Camera
Costume/Wardrobe
Library/Archives
Lighting
Make-UpandHairdressing
PostProduction
Sound
SpecialPhysicalEffects
Runner
FilmDistribution
CinemaExhibition
Performance
Photography
PictureLibrariesandAgencies
PhotographicRetail,Labsand
Image Producers
Manufacturers/SupportServices
ProcessingLaboratories
AllOtherOccupationalGroupse.g.
HR, IT, Admin, Sales and Marketing
2.1.3 Employment
The Skillset Employment Census 2006 estimates around 205,550 people
to have been working on Census Day in the sectors covered. This gure
excludes lm production, perormers and photo imaging, all o which are
accommodated within separate cycles o research, and reelancers not
working on Census Day. Intelligence rom those other sectors indicatesa total Creative Media Industries workorce o around 400,000 people
Figure 2.1.1: Employment in the Industry by Sector
Sector Total employed on Census Day
FILM
Cinema Exhibition 16,600
Film Distribution 1,200
TELEVISION
Terrestrial TV 20,800
Cable & Satellite Television 13,700
Independent Production (TV) 20,950
Community TV 250
TV Distribution 150
RADIO
Broadcast Radio 22,400
Independent Production (Radio) 400
ANIMATION
Animation 4,700
INTERACTIVE MEDIA
Web & Internet 29,000
Ofine Multi-media 9,700
Interactive TV 650
Mobile Content 400
COMPUTER GAMES
Computer Games 8,850
FACILITIES
Post Production 7,800
Special Physical Eects 1,450
Studio & Equipment Hire 7,000Outside Broadcast 600
Processing Laboratories 300
Transmission
Manuacture o AV Equipment 3,600
Other Services or Film and TV 22,550
OTHER CONTENT CREATION
Commercials Production 3,500
Corporate Production 6,350
Pop Promos 900
Total 205,550
-
8/8/2019 Strategy Skillset
10/70
10
FilmThe UK lm industry provides
employment through the supply
chain rom development and pre-
production, through production, post
production, distribution, to cinema
exhibition. The predominant sector
in terms o employment and skill
levels is production. Virtually everyone
involved in eature lm production is
reelance, with companies set up and
crews assembled or the duration
o a production. There is thereore
no stable, permanent workorce as
such, so it is misleading to present
an employment estimate or the
sector. However, it is estimated that
around 10,000 people worked on UK
productions during the calendar year
in 2004. The production sector as a
whole is older than the average acrossthe Creative Media Industries, many
roles are male-dominated, and non-
graduates are recruited into substantial
numbers o roles at entry level.
Television
The TV industry comprises
around 1,900 business providing
employment to a workorce o around
56,000. Around three quarterswork either or broadcasters or
independent production companies
producing content or broadcasters,
and the remaining quarter or
cable and satellite companies.
The TV industry is heavily reliant
on reelancers, but especially the
independent production sector
o whom over hal are reelance.
Representation o women is higher
than the wider Creative Media
workorce (45% compared with
38%), as is that o black, Asian and
ethnic minorities (8% compared
with 7%).
Radio
The radio industry provides
employment or around 22,000
people. The vast majority are
employed either in the BBC or
commercial radio with small but
increasing employment in community
radio and independent production.
Around a quarter o the workorce is
reelance. The workorce is slightly
older than the industry average,
and also recruits non-graduates
into some roles. The sector is less
London-centric than most others in
the industry.
Animation
The animation industry employed
4,700 people o whom around two
ths are reelance. There are several
distinct and highly successul centres
o production outside London
including Bristol, Manchester and
Cardi. Around one third o the
workorce is emale and over three
quarters are graduates.
-
8/8/2019 Strategy Skillset
11/70
11
Interactive Media
The interactive media sector is the
largest within Skillsets ootprint,
providing employment or nearly
50,000 people in web design
and related areas. There are also
substantial numbers o people
working in similar roles across the
economy in other sectors. Most
interactive media companies are
SMEs and employ people almost
entirely on permanent as opposed
to reelance contracts. It has one o
the youngest age proles within the
whole economy and recruitment is
almost exclusively at graduate level.
The sector is well represented in all
nations and regions o the UK.
Computer Games
The computer games industry
employs around 8,850 people. The
demographic characteristics o the
workorce are similar to those o the
interactive media sector.
Facilities
The acilities sector provides a wide
range o services to the production
sectors outlined above, employing
over 40,000 people in total. The
services delivered range rom studio
provision, equipment hire, special
eects, and post production. The
sector is predominantly based aroundthose that it supports (i.e. in and
around central and west London).
Most sub-sectors within acilities
are male-dominated though there
is considerable variation in other
respects. In particular, the workorce
in post production is younger and
more graduate-dominated than
studio and equipment hire.
Photo Imaging
The photo imaging sector is
dominated by photography, with
additional employment in picture
libraries and agencies, laboratories,
manuacturers, photo retail, and
support services. Overall, the sector
employs around 50,000 people. Most
photographers are reelancers or soletraders, while employment in the other
sectors is predominantly permanent.
The photo imaging industry as a
whole has a high representation o
graduates (48% o photographers
and 40% o other photo imaging
sectors) and common areas o study
are media and arts related. Technical
qualications in a crats, creative
arts and design subject are also
common. In the past a qualication
may not have been necessary to
enter the photo imaging industry but
the landscape now is very dierent;
hal the workorce who entered the
industry pre-1970 does not have a
qualication compared with 15% who
entered ater 2005.
The majority o photographers are
male whereas in other photo imaging
sectors the gender split is more even.
Representation o people rom a
black, Asian or minority ethnic (BAME)
background or who are disabled is low.
Other Content Creation
- CommercialsCommercials is also predominantly
reelance (68% o the workorce),
and relies on much o the same
labour pool as lm production. It is
also male-dominated, with ewer
than one third o the workorce
emale. The commercials sector
is also considerably older than the
creative media average and employs
substantial numbers o non-graduates.
- Corporate Production
The corporate production sector
provides employment or around
6,400 people, o whom nearly hal
are reelance. The sector employs
similar roles to lm production and
commercials and shares some o
the same labour pool. The workorcethus has similar demographic
characteristics to those sectors.
-
8/8/2019 Strategy Skillset
12/70
12
2.1.4 Geographicaldistribution o thoseemployed in the CreativeMedia Industries
The overall geographical distribution
o those employed in the Creative
Media Industry is shown below.
Nearly six in ten (57%) o the industry
works in London or the south east
and three in ten in the other English
regionscombined.Justoverone
in ten are employed in Wales,
Scotland and Northern Ireland
(Skillset Census 2006).
Figure 2.1.2: shows the breakdown o
the workorce by work base (excludes:
photo-imaging, perormers, lm
production and cinema exhibition)
The geographical distribution o those
employed in the industry is pertinent
to the SQS and its key priorities
as set out in section 2.2. It has
implications on partnership building
between industry and urther and
higher education and on access to
industry endorsed training, both due
to the very small proportion o the
industry operating in some nations
and in some English regions.
2.1.5 Populationo learners
As can be seen rom the data and
the descriptions above, the industry
is relatively compact in terms o
employment size. However, because
o its image and impact on society
generally, the media industry is an
extremely popular choice o career
or many learners. It is also a rich
platorm on which to base learning;
many courses and qualications,
whilst not aimed at directly preparing
people or careers in the media, are
used to develop wider skills and
knowledge which have equal value.
The population o learners that this
Strategy is aimed at is thereore
considerable. As detailed in section
4.2, the take up o qualications in
related subject areas at 14-19 and
general pre-entry level is high. In
2005/06,thenumberofstudents
enrolled on related courses in urther
education across the UK was in
excess o 80,000.
As well as providing a industry
analysis, we have categorised
dierent learner groups as a way
o analysing the qualication and
provision needs o dierent learners.
The learner population groups are:
14-19(andgeneralpre-entry*)
Specialistpre-entrants
- graduates
- other routes
Apprentices
Newentrants(employerandwork-
based schemes)
Existingworkforce
- employees
- reelancers
Managersandleaders
* Here, and throughout the SQS,
pre-entry reers to pre-entry into
employment, as opposed to qualication
level.
London 45%
Northern Ireland 2%
Scotland 5%
Wales 3%
North West o England 6%
East o England 6%
Yorkshire & the Humber 5%
North East o England 3%
East Midlands 3%
West MIdlands 3%
South West o England 5%
South East o England 12%
-
8/8/2019 Strategy Skillset
13/70
13
2.1.6 Range o provisionand types o currentqualications
Current training provision relevant
to the Creative Media Industries
appears broadly available through a
wide range o providers in a variety o
ormats. The range o provision and
qualication types covered by this
strategy is shown opposite:
It is a characteristic o the existing
informal/specialistindustryprovision
that the schemes and programmes
available do not incorporate
qualication outcomes. In establishing
to what extent existing provision
meets the needs o industry, this
should be taken into account. In
dening and implementing a vision
or uture qualications and provision,
the availability o accredited outcomes
in specialist industry provision should
be addressed. This is an important
eature o the industrys view o uture
qualications and other orms o
provision, presented in section 6.1
o this Strategy. It is also reinorced
in the industry based analysis in
section 4.3.
* Awarding Body own-brand qualication
** International Baccalaureate
Figure 2.1.3: A view o the provision available to Skillset Sectors
Entry / Access Level
Higher Level Skills
Formal/Mainstream
Provision
Inormal/Specialist
Industry Provision
Degrees; Diplomas;
S/NVQs; HNCs/HNDs; FDs;
Advanced Apprenticeships;
Scottish Modern Apprenticeships;
Scottish Higher Nationals;
AB own-brand
qualications*
Industry training and
in-company CPD; New
Entrants Training Schemes;
Scottish Customised Awards;
community education
Postgraduate programmes;
Scottish PDAs; AB own-brand
qualications*
Industry apprenticeship
schemes; private training;
industry training; new entrants
training schemes; community
education
A- Levels; Applied
A-Levels; 14-19 Diplomas;Apprenticeships; Scottish
Nationals; Scottish Modern
Apprenticeships; Welsh Bacc;
AB own-brand*; IB**; QAA
Access Diploma
Private provision;
New Entrants Training Schemes;
community education
National Curriculum;
GCSEs; Applied GCSEs; 14-19
Diploma; Young Apprenticeships;
Scottish Nationals; Welsh
Baccalaureate; AB
own-brand qualications*
Perorming arts schools;
summer schools;
community education
-
8/8/2019 Strategy Skillset
14/70
14
2.2 Key Issuesand Priorities.
The key priorities or the industry in terms
o qualications and other learning
provision align with Government
policies and initiatives in England,
Wales, Scotland and Northern Ireland.
By demonstrating this alignment in the
SQS, a clear way orward emerges
in terms o implementing a UK-wide
strategy that is responsive to the
policies and priorities in each nation.
Key themes that have emerged
through this process include:
howtobestmeettheneeds
o employers;
howtobestdeveloptheskills
and potential o individuals;
howtoapproachthereformand
review o existing qualications
and provision;
howtoapproachthedevelopment
o new provision where gaps
currently exist;
committingtoademand-led
approach and sustaining the
employer voice;
encouragingsustainable
partnerships between industry
and education;
greaterexibilitytosupportaccess
and progression at all levels;
creationofarobust,comprehensive
IAG oer to support progression;
establishacoherentandexible
unding model that is air and
meets the needs o the learner and
industry;
addressequalityanddiversitythrough the development o a clear
qualication structures that are
unitised and credit based to
support access, completion,
progression and accreditation
o learning or training;
explorefundingmodelsand
accreditation schemes to support
access to and expansion o
industry training to address training
needs and skills gaps o new
entrants and existing workorce,
and to encourage entry to the
workorce by people rom more
diverse backgrounds;
enableprogressionatalllevels,supported by a thorough and
eective IAG oer;
createeducationandtraining
opportunities that support
proessional development and
address gaps or shortages in the
workorce, including higher level
skills in business, management
and leadership;
encouragesustainablepartnerships
between industry and education
to support collaborative delivery
and achieve high quality education,
training and development at all levels.
2.2.2 Government Policies
The key priorities or qualications
and other learning provision are
aligned with Government policies
and initiatives across the our
UK nations. These synergies
support the justication or the
recommendations made in the SQS
and their implementation. The SQS
Action Plan will take ull account o
the Government initiatives and the
priorities in the Skills Strategies in the
our nations. To ensure this next level
o detail is accurate and the dierent
qualication and training system
that acilitates air and equal
access to participation in skills and
learning or everyone.
2.2.1 Key Priorities or
the Industry in terms oQualications and OtherLearning Provision
The key priorities or the industry have
been identied through consultation
with industry and the subsequent
development o the SSA and Sector
Strategies. The various sections
within this document refect these
priorities and provide the evidence-based justication required or their
implementation in partnership with
our key stakeholders. The ollowing,
thereore, sets out the actions and
initiatives to come as a result o this
SQS and the implementation o
the SQS Action Plan. They refect
the priorities that Skillset will take
orward in order to aect change
or our industries.
To achieve this end, Skillset will:
workwithindustryand
stakeholders to undertake a review
o existing vocational qualications
to create a comprehensive and
demand-led oer;
identifyandarticulatethe
criteria by which qualicationswill meet industry need, supported
by exemplication o what
this need is by sector, level,
qualication type and, where
appropriate, occupation;
ensuretheemployervoiceis
heard and sustained to maintain a
demand-led learning and training
oer at all levels;
movetowardsmoreexible
-
8/8/2019 Strategy Skillset
15/70
15
initiatives and opportunities are ully
captured, partners and stakeholders
in the our nations will be invited to
collaborate on the development o
the Action Plan.
England
The Government Skills Agenda or
England ocuses on ensuring that
employers have access to the right
skills that support business and
enable economic growth, and that
individuals are appropriately skilled
to enable lielong employability and
personal ullment. The our main
policy areas in the 14-19 Educationand Skills White Paper, published
in 2005, are: meeting employers
needs; skills or individuals; reorms
to qualications, and partnerships
or delivery. These policy areas
correspond with the key priorities
identied in this section.
The Governments response to the
recommendations in the Leitch Review
o Skills, published in the Leitch
Implementation Plan, give urther
weight to these priorities, particularly
in the prominence o the role o
employers in the development and
delivery o qualications and training.
Key recommendations rom the
Leitch Implementation Plan,
refecting emerging English
Government policies and initiatives
and their relation to the key industry
priorities, are identied to the right:
1 Taken rom Leitch Implementation Plan, DIUS
English Government Policies
and Initiatives1:Key Sector Priorities:
Plans to substantially increase the
proportion o public unding or adult
training that is demand-led. This
will largely be through Train to Gain,but also through other work based
employer training programmes.
Make it easier or accreditation o
industry in-house training schemes.
Explore unding models and accreditation
schemes to support access to and
expansion o industry training to address
training needs and skills gaps o newentrants and existing workorce, and
to encourage entry to the workorce by
people rom more diverse backgrounds.
Enable industry training schemes to
be more sustainable and to encourage
mutual recognition o training to
support transerability.
Greater oer o fexible training
or individuals.
Move towards more fexible qualication
structures that are unitised and credit
based to support access, completion,
progression and accreditation o learning
or training.
Commitment to a demand-led
approach, giving employers the
opportunity to exert real leverage and
decision making over the content and
delivery o skills.
Work with industry and stakeholders
to undertake a rationalisation o existing
vocational qualications to create a
comprehensive and demand-led oer.
Ensure the employer voice is heard and
sustained to maintain a demand-led
learning and training oer at all levels.
Support or SSCs to ensure the
supply o skills and qualications
is driven by employers.
Identiy and articulate the criteria by
which qualications will meet industry need,
supported by exemplication o what this
need is by industry, level, qualication typeand, where appropriate, occupation.
Ensure the employer voice is heard and
sustained to maintain a demand-led
learning and training oer at all levels.
Encourage and support collaboration
between higher education and
industry to meet higher level
skills needs.
Encourage sustainable partnerships
between industry and education to
support collaborative delivery and
achieve high quality education and
training at all levels.
Create training opportunities that support
proessional development and addressgaps or shortages in the workorce,
including higher level skills in business,
management and leadership.
Creation o a joined up employment
and skills system, including access
to a coherent careers and IAG oer.
Enable progression at all levels,
supported by a thorough and eective
IAG oer.
Removal o barriers related to age,
gender or class that prevent an
individual rom having air and
equal access to more training
and education opportunities.
Explore unding models and accreditation
schemes to support access to and
expansion o industry training to address
training needs and skills gaps o new
entrants and existing workorce, and
to encourage entry to the workorce by
people rom more diverse backgrounds.
Figure 2.2.1: English Government Policies and Initiatives
-
8/8/2019 Strategy Skillset
16/70
16
These policy areas correspond with the
key priorities identied in this section.
Wales
In addition to Wales part in the UK
Commission or Employment and
Skills (created to respond to the
Leitch Review2 o Welsh and UK
skills), Wales had adopted prior to
publication o the Review an all
age strategy to education training
and learning. In documents such as
TheLearning Country(2001), and
The Learning Country 2 Delivering
the Promise3, the Welsh Assembly
Government (WAG) sets out clearly
how Wales will address delivering a
better learning culture and provide
a more skilled workorce.
WAG, in line with the aorementioned
reviews and policies, and through
the Skills and Employment Action
Plan (SEAP 2005), aims to ocus
on ensuring that Wales improves its
skills base and aligns with employers
access to the right skills that support
business and enable economic
growth, and that individuals areappropriately skilled to enable lielong
employability and personal ullment.
The our main policy areas in the
14-19 Education and Skills White
Paper or England, published in
2005, are equally valid or Wales:
meetingemployersneeds;
skillsforindividuals;
reformstoqualications;
partnershipsfordelivery.
In The Learning Country 2 these
policy areas are urther highlighted by
supporting policies that individualise
Wales, or example, Iaith Pawb,
Wales strategic approach to extend
ranges o qualications especially
vocational qualications through
the medium o Welsh, and also the
all age Basic Skills Cymru Strategy,
Words Talk, Numbers Count.
2Leitch Report (2006)
3The Learning Country (2001) and The Learning Country 2
- Delivering the Promise (2005) - WAG
-
8/8/2019 Strategy Skillset
17/70
17
Welsh Assembly Government Policies
and Initiatives:Key Industry Priorities:
Increase the proportion o publicunding or demand-led work basedtraining or adults.Plans to und work based learning
via a National Planning Frameworkand Funding System (NPFS) at theDepartment or Children, Education,Lielong Learning and Skills (DCELLS)within Welsh Assembly Government(WAG) part o the Welsh work based
employer / learner engagement process.
Explore unding models and accreditation schemes to support access to and
expansion o industry training to address training needs and skills gaps o new
entrants and existing workorce, and to encourage entry to the workorce by
people rom more diverse backgrounds.
EngagewiththenetworkapproachthroughCareersWalesOnline,JobcentrePlus
and provider networks to support growth o partnerships between industry and
education.
Create a greater oer o fexible training
or individuals, including accredited
industry in-house training schemes.
This can, in part, be acilitated by the
Credit and Qualications Framework
in Wales (CQFW). The CQFW is a
undamental repository or non NQF
non-ormal and inormal vocational
learning, as well as accredited
qualications and training schemes.
Move towards more fexible qualication structures that are unitised and credit
based to support access, completion, progression and accreditation o learning or
training.
Maximise the opportunities aorded by the Credit and Qualications Framework
in Wales (CQFW) or accreditation o industry training in Wales and recognition o
partial completion.
Raise the standards in Wales in urther
education and work based learning,
especially at Levels 3 and 4. This will be
supported by WAGs commitment to a
demand-led approach, giving employers
the opportunity to exert real leverage
and decision making over the content
and delivery o skills.
Align with Wales all age strategy approach, which places a more comprehensive
ocus on demand-led opportunities. Use this vehicle, in partnership with industry
and key stakeholders in Wales, to undertake a review o existing vocational
qualications to create a comprehensive and demand-led oer.
Support or SSCs to ensure thatsupply o skills and qualications
is driven by employers.
Identiy and articulate the criteria by which qualications will meet industry need,supported by exemplication o what this need is by industry, level, qualication
type and where appropriate, occupation.
Work with DCELLS, awarding bodies and other key stakeholders in Wales to
ensure industry need in Wales is met through new or existing qualications or other
learning provision.
Encourage and support collaboration
between higher education and industry
to meet higher level skills needs.
Encourage sustainable partnerships between industry and education to support
collaborative delivery and achieve high quality education and training at all levels.
Work with delivery partners, such as Skillset Screen Academy Wales and Cyfe, the
national vocational training company or the lm, television and interactive media
industry in Wales and a Skillset Approved Industry Training Provider, to help develop
and sustain eective collaboration between industry and education in Wales.
Creation o a joined up employment
and skills system, including access
to a coherent careers and IAG oer.
Enable progression at all levels, supported by a thorough and eective IAG oer.
WalesaddressesthisprocessbyanetworkofCareersWalesOnlineandJobcentrePlus.
Employability data supplied by Future Skills Wales supports the IAG process or learners.
Removal o barriers related to age,
gender or class that prevent an
individual rom having air and equal
access to more training and education
opportunities.
Explore unding models and accreditation schemes to support access to, and
expansion o, industry training to address training needs and skills gaps o new
entrants and existing workorce, and to encourage entry to the workorce by people
rom more diverse backgrounds.
Iaith Pawb, Wales Strategy to support a bilingual economy, is encompassing work on
developing a strategy to create and extend the range o vocational qualications oered
through the medium o Welsh. All qualication and learning provision development will
take this in to account.
The Basic Skills Cymru all age strategy diers rom the England model in that employers
pledge to engage and support employees to achieve agreed basic skill levels.
Figure 2.2.2: Welsh Assembly Government Policies and Initiatives
-
8/8/2019 Strategy Skillset
18/70
18
Scotland
The spearhead policy document,A Lielong Learning Skills Strategy or Scotland, published by the Scottish
Government in November 2007, represents a synthesis o current Scottish policy and direction and has ormed the
basis o analysis undertaken on current Scottish policy and initiatives to inorm the development o this Strategy.
This analysis has identied the ollowing policies and initiatives that align with the key industry principles:
Scottish Government Policies and
Initiatives:Key Industry Priorities:
Employers skills needs are
addressed and their voice is
heard in the development o
qualications.
In Scotland, Skillset through its Scottish Industry Skills Panel, that is comprised o
industry representatives, is actively providing a conduit between employers and the
Scottish Qualications Authority (SQA) to assist in the development o new qualications
to be delivered in Scotlands secondary schools and colleges. Identied industry
representatives are thereby included in all Qualications Development Teams (QDTs).
Examples o new such qualications in operation and development are:
HNC/DCreativeIndustries:TV
HNC/DCreativeIndustries:Radio
HNC/DInteractiveMedia
NQMedia
SFWDigitalMedia
Access to provision o high quality,
relevant learning opportunities that
have value in the workplace.
Skillsets Scottish Industry Skills Panel representatives are tasked with identiying and
articulating the criteria or developing new qualications. A clear ocus is given to the
adoption o UK-wide Arts, Media and Publishing National Occupational Standards (NOS)
to dene the competences applying to job-roles or occupations.
This background orms the basis o vocational qualications such as Scottish Vocational
Qualications (SVQs) and National Vocational Qualications (NVQs).
Adopt a distinctly Scottish
approach and balance the needs
o employers and individuals in
Scotland.
Skillset will work closely with SQA to maximise opportunities aorded by the Scottish
Credit and Qualications Framework (SCQF), particularly in relation to its fexibility and
its commitment to meeting the progression needs o Scotlands learners and
expectations o employers.
Establish a coherent unding
support system or all ages and in
all orms o education and training.
Work towards a fexible, inclusive unding system that supports access to education,
training and development or individuals at all levels by working closely with the Scottish
Further and Higher Education Funding Council (SFC). Seek opportunities or employers and
individuals to benet rom the SFCs aim to rationalise and simpliy unding or all teaching
and learning, research and other activities in Scotlands colleges and universities.
Facilitate equal access to, and
participation in, skills and learning
or everyone.
Support access and diversity through links with the Scottish Government, learndirect
Scotland and the market specic schemes adopted in Scotland to acilitate equal access
and participation. These include: New Deal, Training or Work, Skillseekers and Modern
Apprenticeships.
Stakeholders should be creatingstructures that acilitate closer
working between employers and
learning providers.
Support the identication o industry representation on QDTs and support wider industryengagement with qualication development through Skillsets Scottish Skills Panel. Seek
opportunities to utilise SFC unds available to encourage employer engagement with
urther and higher education. Engage with the Creative Loop to help acilitate closer links
between FE colleges and industry in Scotland.
Stakeholders should be simpliying
structures to make it easier or
people to access the training and
learning that they need.
The SCQF should be used as a tool
to support learning, specically to
acilitate the recognition o learning
to support progression.
Work closely with SQA as they rene their qualications portolio and introduce more
fexible delivery models in response to marketplace requirements. Communicate the skills
and development needs o the industry and identied delivery requirements, to ensure
that new fexibilities work or the Creative Media Industries in Scotland.
Take advantage o the SCQF as a tool to support access to high quality, relevant
education, training and development.
Figure 2.2.3: Scottish Government Policies and Initiatives
-
8/8/2019 Strategy Skillset
19/70
19
Northern Ireland Government Policies
and Initiatives: Key Indutsry priorities:
Understanding the demand or skills
Labour market information project
Regional employment skills action plan project
Employers Skill Needs Analysis project
Northern Ireland has engaged with Sector Skills Councils through the
Department o Employment and Learning, it has set up a project board
to bring orward Sector Skills Agreements. Skillset has a Sector Skills
Agreement in Northern Ireland.
DEL has also set up workorce development orums around each o the new
FE colleges to engage with regional employers. The crossover between
workorce development orums and SSCs is yet to be clearly dened.
Within Northern Ireland there are ar more qualications being oered in
our industry than the industry can accommodate, or Skillset the priority
is to work with industry and education to rationalise existing vocational
qualications to oer comprehensive and demand led training.
Improving the skills levels o the workorce
Essential skills programme
Careers education, information, advice and
guidance (EIAG) strategy open to all age groups
Adult Skills Project upskilling of all employees
Management and leadership skills in partnership
with Management and Leadership Network (MLN)
and other key stakeholders, e.g. Invest NI
Increase number of organisations involved with
Investors in People and Skills or Innovation
SSCs have been consulted on all o the programmes which DEL is
running to improve the skills levels o the workorce. EIAG strategy is
developing MOUs with all SSCs to ensure that LMI, inormation and links
are sourced rom SSCs.
The Management and Leadership Network has put SSCs at
the centre o its Strategy.
The priority or our sectors is to ensure these programmes understand
the needs o our sectors and that appropriate interventions are taken.
Improving the quality and relevance o education
and training
Further education implementation of FE means
business Strategy
Merger of 16 FE colleges to 6 new larger regional
colleges. These will provide education and
training to meet the skill needs o the economy
Increased collaboration between employers and
higher education to meet higher level skills needs
reorm o vocational qualications 14-19 reorms
Encourage partnerships between industry and education to support
collaborative delivery and achieve high quality training and education at all
levels. DEL has taken the position that any uture qualications developed
and delivered by FE colleges must be endorsed by the relevant SSC.
Provide training opportunities to support proessional development
and address shortages in the workorce, including higher level skills in
business, management and leadership.
The priority or our industrys is to ensure that sector specic solutions to
identied skills gaps are implemented and that the needs o employers in
our industry are articulated.
Tackling skills barriers to employment and
employability
To equip unemployed with necessary skills for
work, Welare to Work agenda
Recongured training, quality improvement
Explore unding models and accreditation schemes to support access to
industry training to address the skills needs o new entrants, the existing
workorce and encourage entry to the workorce rom those with morediverse backgrounds.
Northern Ireland
The Department o Employment and
Learning (DEL) is responsible or the
skills agenda in Northern Ireland. In
February 2006, it launched its Skills
Strategy entitled Success Through
Skills. The Success Through Skills
Implementation Plan ocuses on
raising the skills o the workorce
and on improving the employability
o the workorce o tomorrow and is
underpinned by our broad themes:
understanding the demands or
skills; improving the skills levels o the
workorce; improving the quality and
relevance o education and training,
and tackling the skills barriers to
employment and employability.
There are sixteen component
projects underpinning these our
themes. The two main outcomes
or the Success Through Skills
programme include social inclusion
and economic success.
DEL has ormed an interdepartmental
group to consider the ull implications
o the Leitch Report or Northern
Ireland although, as stated in
the Success Through Skills
Implementation Plan, DEL is likely
to agree with the broad thrust o
the report in relation to its 2020
aspirations. Northern Ireland will not
be ormally responding to Leitch;
however, it will review its Success
Through Skills Strategy between
January2008andJune2008.
Figure 2.2.4: Northern Ireland Government Policies and Initiatives
-
8/8/2019 Strategy Skillset
20/70
20
Sector Qualications Strategy
3. Industry Working Environment3.1 Features o the Working Environment
Access to training can be dicult,
especially as a large proportion o
the workorce work independently
and are geographically spread
(reelancers and SMEs in particular).
A solution would be to develop
smaller bite size chunks o learning;
unitised qualications that can be
taken in stages, or much smalleror single unit qualications that are
more accessible. This is refected
in the sector specic implications
on qualications and other learning
provision described in section 4.3.
There are several key actors that
impact on how qualications need to
be tailored to meet the needs o the
sector. The most notable o these
are: characteristics o the workorce,
employment and recruitment, and
changes in the industry.
These actors raise issues that should
be addressed as a result o this
Strategy. These include:
increasedavailabilityofunitised
qualications that can be taken
in stages to support credit
accumulation and access to
qualications o varying sizes;
avarietyofdeliverymethodsshould
be available to meet the needs o
the workorce, such as distance
learning and online delivery;
qualication,deliveryandfunding
structures should support access
to qualications and training
to encourage entry to the
workorce by people rom more
diverse backgrounds;
robustIAGandcareersguidance
must be linked to qualication
development to ensure that
progression through education and
training is clearly communicated
and understood;
pre-entrypreparatoryqualications
should develop a broad knowledge
o the industry, including the breadth
o job roles and cross-sector job
roles such as sales and marketing;
amechanismtoregularlyreview
and update provision to maintain
its currency and relevance must
be developed and implemented
in partnership with stakeholders.
There are several actors which may
impact on how qualications need to
be tailored to meet the needs o the
sector, most notably: characteristics
o the workorce, employment and
recruitment, and changes in the sector.
3.1.1 Characteristicso the Workorce
The Creative Media Industries are
characterised by a relatively small
number o very large national and
international companies and a large
number o small and medium sized
businesses, reelancers and sole
traders. Thereore qualications and
other learning provision need to be
adaptable and fexible to meet the
diverse needs o the entire workorce.
The content o this provision must
also refect the diversity in needs in
relation to qualications and training.
-
8/8/2019 Strategy Skillset
21/70
21
or suciently responsive to industry
needs and should be reviewed and,
i necessary, updated. A mechanism
to regularly review and update
provision to maintain its currency
and relevance must be developed
and implemented in partnership
with stakeholders.
The increasingly high number o
reelancers means that the demand or
sel-managed learning and continuing
proessional development, together
with up-to-date careers inormation,
advice and guidance about
careers pathways and progression
opportunities, is widespread across
the sector. Availability o and access
to this orm o provision is essential.
Thereore, a variety o delivery
methods should be available to
support their learning needs such as
distance learning and online delivery.
3.1.2 Employment
and Recruitment
Employment in the Creative Media
Industries is less ethnically diverse
than the potential labour markets
rom which it is drawn. Consequently,
there is a need or positive action to
encourage a more ethnically diverse
workorce. Qualication, delivery
and unding structures should
support access to qualicationsand training to encourage entry to
the workorce by people rom more
diverse backgrounds, one o the key
priorities or the sector identied in
section 2.2.
Demand or jobs in the Creative
Media Industries is high, refecting
their general perception as
glamorous industries in whichto work. Clear and accurate
inormation, advice and guidance
is essential to support aspirants in
understanding the breadth and the
reality o employment opportunities
in the industries. Robust IAG and
careers guidance must be linked to
qualication development to ensure
that progression through education
and training is clearly communicated
and understood. Pre-entry
preparatory qualications should also
develop a broad knowledge o the
industry, including the breadth o job
roles and cross-sector job roles such
as sales and marketing.
3.1.3 Changesin the Sector
The speed o change in the
Creative Media Industries, such as
technological innovation, meansemployers require an increasingly
adaptable workorce at all levels,
able to continuously acquire new
skills and knowledge. Thereore,
qualications need to be responsive
to changes in technology and
practice and this responsiveness
should be built into qualication
design and assessment. The
ability to adapt, to multiskill andto continuously acquire new skills
and knowledge refects a way o
thinking and working that should be
developed in pre-entry preparatory
qualications and reinorced in higher
level qualications and training,
enabling new entrants to be more
work ready.
Interactive media has evolved rapidlyrom a new sector with unormed job
roles, occupations and boundaries,
to one with some universally
recognised denition. However,
qualications based on traditional
work roles may not yet be relevant
-
8/8/2019 Strategy Skillset
22/70
22
that qualications continue to meet
the needs o the growing industries.
The industry is likely to be aected
by an increase in specialisation
combined with an increase in the
demand or T skills (specialist
deep skills combined with broad
general skill and cross-disciplinary
awareness); individuals will be
required to commit to ongoing
skills acquisition and will need to
develop higher level leadership and
management skills. There is also a
need or industry specic training and
continual proessional development
post-entry into the industry.
The development o broad,
generic skills and cross-disciplinary
awareness should be developed
within preparatory qualications.
More specialist skills should be
developed at higher levels, both
pre-entry HE programmes and
post-entry and postgraduate
levels. Occupational qualicationscould be designed around the T
model, in order to incorporate the
appropriate balance o occupational
skill development with the broader,
transerable skills and knowledge
that support employability and
progression. This demand or T
skills reinorces the need or a
coherent qualication and training
oer that is demand-led andacilitates progression at all levels.
3.2 Workorce Trends
In assessing sectoral workorce
trends and utures analysis, the
ollowing actors represents the
key drivers o change in the
industry: demand, technology,
legal rameworks, competition and
globalisation. In relation to the impact
on qualications and other learning
provision, the ollowing issues are
pertinent to this Strategy:
thesectorsupportsthedevelopment
o T skills, specialist deep skills
combined with generic skills and
cross-disciplinary awareness;
thereisaneedforaccessible
industry specic training and
continued proessional development
post-entry into the industry;
pre-entrypreparatoryqualications
should aim to develop skills
in cross-discipline and multi-
disciplinary working to ensure the
uture workorce has the ability
to adapt to shits in proessional
practice and media convergence;
theteachingofbusinessand
management skills needs to be
properly embedded in qualications,
both pre-entry preparatory and
post-entry higher level provision;
thearticulationanddevelopment
o economically valuable skills at
all levels is essential to support the
sector in the global marketplace.
The Creative Media Industries
are likely to experience signicant
changes, and signicant increases,
in skill needs over the next decade.
The industries are being driven by ve
key actors: demand, technology,
legal and compliance rameworks,
competition and globalisation.
Several anticipated changes in the
sectors working environment can
be identied, each o which have
clear implications or the uture
provision o qualications. (For
sub-sector specic uture trends and
skills implications, reerence should
be made to the relevant SSA).
3.2.1 Demand
Most Creative Media Industries are
expected to experience growth.
Factors responsible include the
growth o commercial radio,
digitisation in TV and urther
expansion o interactive media,
and a revival in lm production
activity. Thereore, uture qualications
will need to be responsive to
sector growth, perhaps through
technological changes, supply
and demand, and creation o new
qualications. A regular review o
pre-entry preparatory qualications
and other learning provision used by
the sector will be essential to ensure
-
8/8/2019 Strategy Skillset
23/70
23
to urther opportunities or lielong
learning. This development in delivery
o education and training should be
utilised to support access. The use o
online and remote learning has been
identied as desirable in some sectors,
where long working hours and irregular
work patterns present barriers to take
up o post-entry education and training
(see section 4.3).
3.2.3 Competition
There is an increasing need to
ensure that those just starting out
and those already in the industry,
have the necessary business andmanagement skills to make the
most o the opportunities presented
to them. The teaching o business
3.2.2 Technology
The rapid pace o change in
technology means that individuals
and businesses will need to
constantly review their skills and
knowledge to keep them up-to-date
and be ready to adapt to new
circumstances and ways o working.
Individuals will need to be capable
o rapidly applying their skills to
new equipment or processes, and
be willing to regularly update these
skills. For example, the computer
games workorce will need to evolve
and integrate their expertise with the
introduction o the next generation
console platorms and the associated
high-level technical specications.
Learning providers and qualications
will need to ocus on enduring skills
and concentrate on learning how to
learn, so that the uture workorce
is more able to identiy and respond
to emerging training requirements
and take responsibility or acting on
individual proessional development
needs. It is essential that CPD
opportunities, in accessible orms,
and robust IAG is available to the
workorce at all levels.
The growth o digital technology will
continue to distort traditional sector
boundaries. Hence an understanding
o related disciplines, particularly
technical and market awareness,
both on the client side and the output
side, will be crucial to the survival
and development o all those working
in the sector, rom reelancers
and micro-businesses through to
the large manuacturing and retail
companies. There is a need to raise
awareness about digital imaging
and technology to ensure that in
the business environment, product
knowledge and digital skills are not
lacking. Digital skills training needs to
be developed or new entrants and
the existing workorce either through
ormal education or private industry
training. Also, pre-entry preparatory
qualications should aim to develop
skills in cross-discipline and multi-
disciplinary working to refect this
shit in proessional practice.
ICT will become more central to the
delivery o education and training and
the next decade will become a time
or experimentation and innovation
as educators explore the application
o these technologies to enhance the
learning experience and reduce the
unit cost o education, responding
to both the increasing participation
in urther and higher education and
-
8/8/2019 Strategy Skillset
24/70
24
3.2.5 Globalisation
There is a possibility o business
processes being outsourced and
some argue that i there is insucient
investment in the necessary talent,
then work could be outsourced to
territories that combine a ar lower
cost base with comparable or
even better skills. The articulation
and development o economically
valuable skills at all levels is essential
to support the sector in the global
marketplace.
and management skills needs to be
properly embedded within uture
qualications, with compulsory
attendance rather than as an optional
module. To support progression, this
should be incorporated into pre-entry
preparatory qualications, as well as
higher level programmes.
Higher level occupations associated
with business and creative strategy will
needtodevelopskillsaroundproduct/
programme innovation, deal structuring,
investor relations, cross-media
ownership and extended scheduling
skills moving across channel,
across platorm and across time.
These specic skill areas should be
incorporated into higher level provision
and CPD programmes to support
the competitiveness and economic
growth o the sector, an important
characteristic o the sectors vision
or uture graduate and postgraduate
provision, set out in section 6.1.
3.2.4 Legal andCompliance Frameworks
There is an increasing need or a
better understanding o intellectual
property rights, knowledge o how
to protect those rights and how to
avoid abusing those o others. These
issues will need to be incorporated
into the design o uture qualicationsat all levels, including pre-entry
preparatory qualications
-
8/8/2019 Strategy Skillset
25/70
25
Sector Qualications Strategy
4. Summary o Current
Qualications and OtherLearning Provision
4.1 Types o Qualications used within the Sector
In order to work with industry,
awarding bodies, regulatory
authorities and other key
stakeholders to create a demand-
led, coherent and simplied system
o qualications and other learning
provision, it is necessary to consider
the current provision landscape
and identiy the qualications and
provision that are currently used by
the sector.
In order to do that, the ollowing
actors must be taken into account:
Thedistinctionbetweensector-
related and pre-entry preparatory
qualications must be made
and understood.
Pre-entryvocationalqualications
are valued, but a relatively small
proportion are actually used by
the sector.
Apprenticeshipframeworks
and their unding models need
greater fexibility in order to meet
industry need.
Thereisanimportant
interrelationship between the
developmentofnewN/SVQs
and apprenticeships in discrete
occupations. This should be
addressed in relation to access
to and take up o work based
training, the unding required
to support and sustain it, and
the achievement o accredited
outcomes. Factors to consider are:
The majority o the training
received by new entrants and
the workorce is non-accredited
and industry delivered.
There is an interest in some
sectors to pursue accreditation
o the training to support
recognition, equality and diversity,
and access to unding.
The types o qualications used by
the sector are illustrated, in part, by
the diagram overlea.
This attempts to show the main
types o qualication and their
interrelationship. For example,
preparatory vocational qualications
are stand alone qualications, but
could also be delivered as the
Technical Certicate component
within an apprenticeship.
It is important to note that this
diagram does not illustrate
progression pathways.
-
8/8/2019 Strategy Skillset
26/70
26
that develop knowledge, skills and
understanding relevant to the sector,
and which could support uture
progression into the sector. However,
they dier rom other vocational or
occupational qualications because
they are not used by the sector
and do not support direct entry into
employment in the sector. Instead,
their use relates to their broader
educational value a value that that
the sector supports.
Many o these qualications develop
transerable skills that are critical to
media literacy, visual literacy and
creativity, all o which are o huge
value to learners, regardless o the
progression routes they ollow. Media
literacy is extremely important to the
sector. The Media Literacy Task Force,
o which Skillset is a member, was
foundedinJanuary2004bytheUK
Film Council, Channel 4, the BBC and
the BFI. The role o the Task Force
was to respond proactively to the
provisions in the Communications Act
to promote media literacy. This led to
the joint development and launch o
the Charter or Media Literacy, which
makes explicit the role that ormal
and non-ormal learning has to play
in developing and sustaining a media
literate UK population.
Entry level qualications, and access
level qualications in Scotland, whilstnot directly used by the sector, should
also be considered within the wider
context o sector related provision.
Community learning and the lielong
learning agenda are an important
context and have a key role to play in
supporting access and diversity.
The recommendations in this
Strategy support the use and value
o sector-related qualications along
side, but distinct rom, the use and
However, it does not ollow that the
sector uses these qualications.
The recommendations made in this
Strategy must, thereore, take into
account the wider context, making
the distinction between dierent
uses o sector-related qualications
and their subsequent value, as well
as qualication type and purpose o
qualications and provision used by
the sector.
4.1.1 Sector-relatedQualications
There are currently a large number
o accredited sector-related
qualications available in England,
Wales and Northern Ireland. Sector-related qualications are qualications
The diagram also shows the
distinction between pre-entry and
post-entry qualications. This
distinction is between qualications
used to support progression into
employment in the Creative Media
Industries and qualications or other
learning provision taken by the
workorce to support progression
and proessional development.
A summary o the main types o
qualications used by the Creative
Media Industries must take into
account the wider learning
environment in relation to qualication
purpose and value. The sector values
pre-entry education, including those
general and vocational qualications
that relate directly to the sector.
Figure 4.1.1: Main types o provision used by the Creative Media Industries
Higher Level
Qualication
Accredited higher
level - FD/
Undergraduate
Accredited
higher level -
Postgraduate/
CPD
New Entrants Training
HLQ NAP PG/CPD
HLQ NAPPG/
CPD
Industry Training
Apprenticeship
PVQ OQ
Preparatory VQ
Sector related VQ
Diploma
Occupational
Qualication (OQ)
Non-accredited
provision (NAP)
Pre-entry Post-entry
Key
Qualication
High Level Provision
Delivery Structures
Occupational Qualication
Non-accredited provision
-
8/8/2019 Strategy Skillset
27/70
27
Research and development
work has been undertaken on
indicative content or preparatory
qualications, resulting in a number o
blueprints or specic sectors. The
recommendations in this Strategy
should address how this is now
taken orward to support qualication
development and Skillsets role in
approving vocational qualications.
Examples o PreparatoryQualications
NQFLevel2AudioVisual
Industries Induction Certicate.
NQFLevel3MediaTechniques.
A contributing actor to this is the
act that the sector uses higher level
provision to support new entrants and
its existing workorce, the majority o
whom are already qualied to graduate
or postgraduate level. The majority
o pre-entry vocational qualications
are at Levels 1, 2 and 3. At this level
o learning, the general view o the
sector is that broader qualications
that develop more generic
transerable skills are important. It is
the successul development o these
skills and knowledge that will support
progression up to the higher levels
o attainment, where more industry
relevant training is then appropriate.
This model also supports the sector
demand or T skills reerred to in
section 3.2.
It is or this reason that Skillset
has undertaken work to examine
preparatory qualications; pre-
entry qualications that are not
necessarily used by the sector, but
seek to support progression to uture
employment within the sector. They
are more vocationally ocused than
sector-related qualications, but
do not in themselves oer an entry
route into employment within the
sector. I t or purpose, they oer a
crucial step in the progression ladder,
ensuring that learners achieving
these qualications move to the next
level o learning with the right set o
skills and knowledge that is valued by
industry and relevant to it.
value o sector-specic qualications
and provision used by the sector.
This is a prerequisite or achieving the
sectors vision or uture qualication
provision set out in section 6.1.
Examples o Sector-related Qualications
NQFLevel2Certicatein
Media Production.
HigherDiplomainCreative
and Media.
4.1.2 Types o Accredited
Qualications us