Can colleges deliver on local skills improvement plans?

By Amy Woodrow is the Director of Student Experience, Quality and Safeguarding at City of Bristol College

The landscape of work is undergoing a rapid transformation. Automation, technological advancements and the ever-shifting demands of the global economy are constantly reshaping the skills employers seek in their workforce. Local skills improvement plans (LSIPs) are a recent initiative in England aimed at bridging this evolving skills gap by fostering collaboration between employers, educators, and other stakeholders. But can further education (FE) colleges, a cornerstone of vocational training, effectively deliver on the dynamic priorities outlined in these plans?

FE colleges possess several strengths that make them well-positioned to contribute to the goals of LSIPs. Their core focus on practical skills equips graduates with the hands-on abilities employers prioritise, particularly in technical fields. Chef apprentices learn to cook under pressure, not just memorise recipes, and future nurses gain practical experience alongside theoretical knowledge. This emphasis on practical application aligns seamlessly with the need to prepare students for the immediate demands of the job market.

Beyond a strong foundation in practical skills, many FE colleges have established strong relationships with local businesses and industry bodies. These partnerships serve as vital conduits, keeping colleges informed about the latest skill requirements in specific industries. This allows them to tailor curriculum content and teaching approaches to directly address the needs identified by local employers. For instance, the FE college where I work is located close to an automotive hub and is developing a specialised short programme in electric vehicle maintenance in collaboration with local car dealerships and garages.

The flexible learning options offered by FE colleges present another significant advantage. Part-time and evening programmes cater to a wider range of students, including those seeking to upskill or retrain mid-career. This flexibility is crucial in today's diverse workforce. Individuals who need to balance work and family commitments can acquire new skills on their own terms, while those seeking a career change can acquire the necessary qualifications without interrupting their current income stream.

Employability skills are a key concern for every employer in every LSIP region. These encompass transferable abilities and behaviours like communication, teamwork, problem-solving, critical thinking and digital literacy. While technical skills are essential, employers increasingly seek those who can effectively collaborate, adapt to new situations, and learn continuously. FE colleges can address this need by integrating employability skills development throughout the curriculum and beyond. However, employers should recognise that college students will not always be the finished article and that some elements are gained through experience.

There's also an additional layer to consider beyond just technical and employability skills: occupational culture. This refers to the unwritten rules, norms, expectations, and behaviours specific to a particular profession or industry. New employees who understand the occupational culture of their chosen field are better equipped to navigate workplaces effectively, integrate with colleagues, and demonstrate professionalism from day one.

My PhD research on occupational culture in vocational education highlights its potential to empower FE college students. This approach goes beyond technical skills and employability, equipping them with the "cultural fluency" to thrive in their chosen fields. Imagine new employees who can adapt quickly thanks to understanding workplace norms (reduced onboarding time), collaborate seamlessly due to industry-specific communication skills (improved communication and teamwork), and feel confident and professional from the start (enhanced professional confidence). By explicitly teaching occupational culture alongside core skills, FE colleges can create employees who not only possess what employers seek, but can also flourish in their careers, leading to a smoother transition from education to employment and a more prepared and adaptable workforce.

Challenges and considerations

Despite these strengths, FE colleges also face challenges in implementing LSIPs, and resource constraints can be a significant hurdle. Compared to universities, FE colleges often operate with tighter budgets, which can limit investment in cutting-edge equipment and facilities. Attracting and retaining highly specialised lecturers in emerging fields can be difficult without the resources to offer competitive salaries. This can create a gap between the skills employers need and the skills colleges are able to effectively teach.

One of the biggest hurdles FE colleges face in implementing LSIPs lies in the time-consuming nature of curriculum reform. Developing entirely new courses or substantially modifying existing ones can be a lengthy process. In-depth consultations with employers, educators, and regulatory bodies are necessary to ensure the curriculum aligns with industry needs and meets established qualification frameworks. This back-and-forth can be time-consuming. Additionally, lecturers may require additional training to effectively deliver new content or utilise new technologies associated with evolving skills. Finally, regulatory bodies have their own procedures and timelines for approving new qualifications, which can add further delays.

This lengthy development process creates a tension between keeping pace with rapidly changing employer needs and the practicalities of curriculum reform. By the time a new programme is up and running, the skills employers seek might have already shifted, potentially leaving students with outdated skillsets.

Despite these challenges, FE colleges can still play a vital role in delivering LSIP priorities. At my workplace, we are employing some key strategies to optimise our contribution to skills in the region.

Strengthening industry links: actively cultivating strong partnerships with local employers ensures that our programmes directly address the skills identified in our LSIP. Regular consultations, joint workshops, and student placements within local companies are creating a continuous feedback loop, ensuring curriculum content remains relevant.

Investing in resources: adequate funding is crucial for FE colleges to keep pace with industry advancements. Investing in equipment, specialised software, and training for our colleagues is allowing us to deliver high-quality programmes that equip students with the latest skills that employers require.

Embracing adaptability: the ability to adapt programmes quickly to reflect shifting LSIP priorities is paramount. Streamlining our curriculum planning and development processes, fostering a culture of collaboration within the college, and encouraging continuous communication with industry partners are all key for us to ensure agility.

FE colleges have a significant role to play in the success of LSIPs. By leveraging their strengths in high-quality training, industry connections and flexible learning they can be champions of a skilled and adaptable workforce. However, ongoing investment in resources, a commitment to curriculum agility and streamlined development processes are crucial for continued success in this rapidly evolving landscape. Collaboration between FE colleges, employers and regulatory bodies is essential to ensure LSIPs effectively bridge the skills gap and equip students with the tools they need to thrive in the dynamic job market of tomorrow.

The views expressed in Think Further publications do not necessarily reflect those of AoC or NCFE.