Why we need to balance skills education with a love for learning

By Stephen Musa, Vice Principal, Southport Education Group

In further education, it’s easy to get caught up in the constant talk about careers, skills gaps, and employability – and with good reason. The industries our learners will work in are changing fast and they need practical skills to keep up. But in this push to make our learners job-ready, are we forgetting the sheer joy of learning?

Before I became a teacher, I was a professional dancer. My decision to pursue dance wasn’t because I saw a clear job path or because of a skills shortage, it was because I loved it. Dance gave me an outlet to create, express and connect. It taught me discipline, resilience and creative problem-solving; things I carry with me in my work every day. This passion for the arts still drives me and I believe deeply in studying for the love of learning.

We’ve all seen the headlines about the skills gap, and we know how vital it is to prepare learners for the workforce. In fact, according to the British Chambers of Commerce, 81% of businesses report difficulties finding skilled workers in technical fields like engineering and technology.

However, I don’t think we’re talking enough about the quiet disappearance of arts subjects in education. Data published by the Department for Education in 2024 found that since 2020, GCSE entries for performing arts have dropped by 27%, drama down by 15% and music down by 6%. In fact, the Campaign for the Arts found that since 2010, enrolments for art based subjects have almost halved at GCSE and dropped by nearly a third at A Level.

Arts subjects are more than just a nice-to-have. They foster creativity, empathy and critical thinking; qualities every employer is now looking for. Yet, learners are increasingly being pushed away from these subjects in favour of more practical options. But is it practical to take away creativity? How can we prepare learners for a world that values adaptability and innovation by narrowing their learning experiences?

This is even more pressing given that today’s learners won’t have jobs for life. Research suggests that young people today are likely to change careers multiple times throughout their working lives. A study from the World Economic Forum highlights that the rapid pace of technological and economic change means many people won’t just switch jobs but may have entirely different careers over their lifetime. As former Google CEO Eric Schmidt has said: “The jobs of today will not be the jobs of tomorrow.” This makes transferable skills more important than ever. The arts help develop precisely these types of skills – creativity, adaptability, problem-solving – that allow individuals to thrive in an ever-changing job market.

Education should be about balance. Yes, we must provide learners with the skills they need for their careers, but we also need to give them space to explore their passions and develop holistically. This is where vocational and technical qualifications can still allow room for artistic and creative expression.

We need to think about the broader picture. Sir Ken Robinson once said: "Creativity is as important now in education as literacy, and we should treat it with the same status." He wasn’t wrong. Arts education helps create well-rounded individuals who are capable of thinking critically, adapting to challenges, and bringing fresh perspectives to the table. These are the people who will lead innovation, no matter the industry they choose.

This isn’t just about producing the next generation of artists. It’s about giving learners the tools to become problem-solvers, empathetic leaders and innovative thinkers, no matter what career path they choose.

In our rush to close skills gaps and boost employability, let’s not lose sight of the joy and value of learning for its own sake. The arts offer something that technical training can’t – a space to think, feel and create. And in the end, isn’t that what education should be about?

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