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Working Higher with Sector Skills Councils Dr Brian P Murphy - Research Director PowerPoint Presentation
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Working Higher with Sector Skills Councils Dr Brian P Murphy - Research Director

Working Higher with Sector Skills Councils Dr Brian P Murphy - Research Director

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Working Higher with Sector Skills Councils Dr Brian P Murphy - Research Director

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  1. HEA University of York 9th March 2009 The Future for Higher Level Engineering Education Working Higher with Sector Skills CouncilsDr Brian P Murphy - Research Director Cogent Sector Skills Council Limited

  2. HE is big business itself… Source: UUK 2009

  3. Where do the graduates go? Source: Royal Society – A Degree of Concern? 2006 SIC

  4. What do the graduates do? Source: Royal Society – A Degree of Concern? 2006 SOC

  5. But… Is that business now saturated? How can it continue to grow? What is its business with business? What is the position for Engineering?

  6. Traditional HE is saturated… • HEIPR (%) 17-30 yr olds • 2006-07 40 1999-00 39 • Engineering/Technology 140k students FT UG 72k (6% UG market) PT UG 11k FT PG 23k PT PG 18k • Business/Admin Allied to Medicine FT PG 43k FT UG 85k PT PG 62k PT UG 31k Polytechnics Source: UUK 2009

  7. 40% = 60,000 fewer HE appls • 6% = 3,600 fewer Eng&Tech intake • up to 40,000 fewer appls • Cumulative up to 80,000 fewer appls 150,000 fewer 18-year olds in 2019 (280,000 cumulative)

  8. Strategically important but vulnerable... Source: DIUS 2009 - The Demand for STEM Skills

  9. Strength in diversity… Source: Royal Society – A Degree of Concern 2007

  10. Credit crunching… Buildings Parents Courses

  11. Doing business with business... • Diverse pathways to higher level skills • 14-19 Diplomas • Apprentices • Foundation Degrees • Graduate CPD • Academic Tools • Work-based learning (through) • Problem-based learning • Passports - accreditation of training and practice • Flexible provision • Route to Market • Sector Skills Councils • National Skills Academies

  12. Supply and Demand – Employability and Employment • What do employers say about HE supply of graduates? • How can HE develop a new constituency for the future - workforce development?

  13. Working Futures (UKCES Feb 2009)

  14. Leitch Higher Level Skills Share of National Employment by Qualification Level Prize: • Economic prosperity • Increased social justice Driven by: • Increased productivity • Improved employment

  15. What do Sector Skills Councils do? Employers • raise employer ambition and investment in skills at all levels • articulating future skill needs of sector • ensuring supply of skills and qualifications is informed by employers Training Providers Government Cogent brokers skills issues

  16. Cogent - Manufacturing and Energy Sectors

  17. Cogent - economic value of skills…

  18. Cogent - economic value of skills…

  19. Supply - HE Science and Engineering STEM Only Total supply 4,000 p.a. Source: HESA 2005-06

  20. Supply – STEM, the facts • 20 Cogent-relevant STEM subjects • 40,000 Cogent-relevant STEM graduates • 20,000 Cogent-relevant STEM postgraduates 3% of annual supply sourced (UK domiciled) Source: HESA 2005-06 http://www.cogent-ssc.com/research/Publications/factsheets/HE_Factsheet.pdf

  21. Supply - skills shortages are…

  22. Supply and Demand - which levers improve shortages? Source: IET – Skills and Demand in Industry 2008 Supply Demand

  23. Demand - barriers to employer engagement… Source: UKCES - Working Futures 2008

  24. Demand – what employers already do… Source: IET – Skills and Demand in Industry 2008

  25. HE Frameworks for Employers 2. Make it engaging Flexible staging Learning through work Build relationships 1. De-crunch the credit Accredit existing practice Learning through work 3. Keep it affordable Co-funding Recognise employer contribution Costing models 4. Build for sustainability Establish stakeholder collaborations Aggregate demand

  26. “Working Higher” - Nuclear Chemical and Bioscience Industries • 2009-2012 • £3m • 200 ASNs • Co-funding

  27. Conclusion Demand for STEM graduates could be improved by: • Capturing in courses what STEM employers value • By working with Science SSCs on placement and internship programmes • New supply of STEM graduates could be developed by: • Framework brokerage with SSCs and HEA • Workforce development pilots • Co-funded models • Sustainability infrastructure