Strategy Skillset

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SectorQualicationsStrategy


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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

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Also available in large print, Braille, audiotape and PC ormatted disc ormats.


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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.


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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.


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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.


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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.


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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.


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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


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


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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


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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.


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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.


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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%


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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


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14

2.2 Key Issuesand Priorities.

The key priorities or the industry in terms


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



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


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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


Figure 2.2.1: English Government Policies and Initiatives


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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


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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


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


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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


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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


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20


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



robustIAGandcareersguidance

must be linked to qualication

development to ensure that

progression through education and

training is clearly communicated

and understood;


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.


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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


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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;


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


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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


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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


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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


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.


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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


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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

Documents

Strategy Skillset