Overview of regional perspectives on skills needs. The following illustrates some of the skills needs identified by employers relating to learning delivery in those English regions where gap analysis work was undertaken and therefore should not be treated as comprehensive: East of England • ICT support staff required customer service skills, learner focused skills for progression into teaching and teaching roles (FE) • multi-skilled staff who have teaching skills, assessing skills and occupational qualifications (WBL) South East • support staff required basic skills training including ESOL training (HE) Yorkshire and Humberside • assessing learning, questioning techniques and language awareness, lesson planning and e-learning (FE)
Overview of regional perspectives on skills needs. The following illustrates some of the skills needs identified by employers relating to learner engagement and customer care in those English regions where gap analysis work was undertaken. It should not be treated as comprehensive. East of England • ICT support staff required customer service skills and learner focused skills (FE) • technical staff required ‘soft’ skills including customer relations (HE) • supporting learners with dyslexia - this was particularly an issue in rural areas • there were also specific issues associated with delivering learning to migrant workers who have language barriers (WBL) West Midlands • online customer engagement and emotional intelligence skills, including developing an understanding of how to behave/express oneself in relation to customers (LAIS) Yorkshire and Humberside • staff need to be outward looking and develop community engagement and advocacy skills (LAIS)
Overview of regional perspectives on skills needs. The following illustrates some of the skills needs identified by employers relating to recruitment and retention in those English regions where gap analysis work was undertaken. It should not be treated as a comprehensive list. East Midlands • recruitment difficulties in construction, engineering; health and social care staff and higher level IT based creative staff e.g. games development (FE) • recruitment difficulties in engineering and other craft occupations (WBL) • recruitment difficulties for ESOL and skills for life tutors, bilingual tutors, and tutors with the ability to identify learning styles and needs (WBL) East of England • skills shortages for qualified staff at all levels - the recruitment difficulties were particularly marked for youth community officers and youth support workers (CLD/Youth work) • skills shortages for learning support assistants and specialist tutors for students with learning difficulties and/or disabilities (LLDD) - they also indicated that the shortage of numeracy teachers was critical (FE) • retention difficulty for good ICT support staff (FE) • recruitment difficulties in construction, engineering, specialist ICT roles and specialist land-based subjects e.g. veterinary nursing, animal care (FE) North West • retention difficulties with youth workers, particularly those with youth work qualifications at level 2 and 3 (CLD/youth work) • recruitment difficulties with hair and beauty vocational tutors and management tutors, literacy and numeracy specialists (FE) • retention difficulties with staff once they had been trained (WBL) • people handling skills including an ability to liaise with and respond to employers’ needs in addition to the needs of learners (WBL) • retention of technicians (HE) South East • specific literacy and numeracy skills shortages in agricultural colleges and on other vocational courses. Skills shortages were most pronounced for numeracy staff and that there was a shortage of language skills among teachers and a lack of staff qualified to level 4 (FE) South West • recruitment difficulties for skills for life curriculum managers and delivery staff (CLD/ PCDL) • recruitment difficulties were particularly pronounced for numeracy staff (WBL) Yorkshire and Humberside • skills shortages of qualified youth workers due to limited and non-standard hours and a shortage of training courses in the sub-region to meet individual needs (CLD/ youth work) • recruitment difficulty for construction, pure science, art ...
Overview of regional perspectives on skills needs. The following illustrates some of the skills needs identified by employers relating to leadership and management in those English regions where gap analysis work was undertaken. East Midlands • information management, contract management and positioning skills (CLD/family learning) • talent and succession management, performance management, income generation; skills related to winning bids, attracting international students, employer engagement and sales and marketing (HE) East of England • supervisory skills (CLD/PCDL) • marketing skills (WBL) North West • supervision skills (CLD/youth work) - youth workers at level 3 and above require these skills • skills in promoting and marketing which will be required for future capacity building and attracting young people and adults into youth work (CLD/youth work) South East • skills shortage of good business development network or unit managers with the right skills sets and knowledge (FE) • marketing skills and developing an awareness of what is happening in the local area in the business environment (FE) • communication and presentation skills of management and academic staff - younger academic staff required report writing and budget management skills (HE) South West • financial skills including setting budgets and monitoring and controlling budgets, skills in commissioning services, managing contractual processes, project management, strategic management, succession planning (relating to the ageing workforce), marketing skills and project management skills including planning and leading a project (CLD) West Midlands • auditing and developing quality assurance processes relating to Train to Gain (FE) • coaching and mentoring and performance management skills including the analysis and presentation of data (LAIS) Yorkshire and Humberside • skills needs for working with businesses in terms of marketing and delivering training (CLD) • personal skills including attitude, self-confidence, awareness of responsibility and values (CLD) • skills related to preparing bids, managing contracts and delivery, preparing exit strategies, marketing and promotion and communicating change management (CLD) • change management skills and sales and marketing skills (FE) Occupational groups affected Leadership and management skills predominantly affect management staff across all constituencies. In addition to management staff: professional, support professional and administrative staff in CLD; professional and learning support staf...
