2018: Solving Future Skills Challenges

  • Title: 2018: Solving Future Skills Challenges
  • Author: Universities UK
  • Description: The fourth industrial revolution is driving comprehensive change in technology, the nature of work and the demand for skills. The jobs of the future are more likely to require higher level skills, and the supply of these skills will be critical to future success. This critical supply could be disrupted by an ageing population and uncertainty over immigration. These changes are increasingly complex and are occurring at an accelerated pace, with profound challenges to the ability of policymakers, employers, educators and learners to keep up. Increasing demand for higher level skills will be across a range of subjects, with humanities being as important as science and engineering, and across a range of levels, from sub-degree to postgraduate. Subjects and skills will need to be combined and re-learned throughout working life and the difference between academic and vocational qualifications, which is already blurred, will become less relevant, whereby a ‘whole-skills’ approach needs to be adopted. Subject-specific skills will need to be underpinned by a range of transferable skills. Work experience will be invaluable to developing learners who can apply their knowledge and skills to real-world problems and move easily between learning and working. To succeed in the future, learners will also need to think like employees, and employees will need to think like learners. The linear model of education–employment–career will no longer be sufficient. The pace of change is accelerating, necessitating more flexible partnerships, quicker responses, different modes of delivery and new combinations of skills and experience. Educators and employers need to collaborate more closely, and develop new and innovative partnerships and flexible learning approaches. Universities are committed to working with employers, of all sizes, and many employers recognise the value of collaborating with universities. These efforts need to be supported, enhanced and developed. Every effort must be made by government to adopt a whole-skills approach and to embed educator–employer partnerships across policy to support this.
  • Format: Zip
  • Pages: 29

  • Download document
    Scroll to top