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Digital Skills for a Connected Region

Digital Skills for a Connected Region. A Digital & ICT Skills Action Plan for Yorkshire & Humber 2005-9 David Kay Chair, Digital South Yorkshire. Policy Context. This Action Plan takes account of National Skills Strategy – ‘21st Century Skills’ Regional Economic Strategy (RES)

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Digital Skills for a Connected Region

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  1. Digital Skillsfor a Connected Region A Digital & ICT Skills Action Plan for Yorkshire & Humber 2005-9 David Kay Chair, Digital South Yorkshire

  2. Policy Context This Action Plan takes account of • National Skills Strategy – ‘21st Century Skills’ • Regional Economic Strategy (RES) • The Regional Skills Alliance • e-Region Plan • Sub-Regional Investment Plans • The Skills for Business network represented by e-Skills UK & Skillset and their Sector Skills Agreements

  3. Sector Skills Councils • E-Skills UK • Information Technology • Telecommunications • Call Centres • IT User • Skillset • Film, TV, Radio • Interactive Media • Photo Imaging • Creative & Cultural Industries (CCI - to be licensed) • Performing Arts, Fine Arts, Heritage • Proskills • Digital Print

  4. Impact Measures

  5. Why ‘Digital’? • Reputation - We are potentially weighed down by the historic memory of the ‘ICT’ acronym, with its technology and office heavy undertones offering little to creatives, to consumers, to children, or to citizens • Reality – We need to embrace the evolving digital diversity of the early 21st century, underpinned by the maturing of the web as somewhere for everyman, the transformation of how organisations and people communicate and the arrival of convergent technologies and cross-platform services • Resonance - Adopting the ‘digital’ word frees us from the nuts and bolts ‘ICT’ paradigm and empowers us to step forward towards a vision of true utility

  6. Breadth of Digital & ICT Skills Impact User Other Sectors Office Roles Financial Services Corporate Website E X P E R T I S E Marketing Healthcare Security & Tracking Design Simulation Games Digital Systems Support Digital Media Software Hardware Geek Creative ICT TECHNOLOGY

  7. Digital & ICT Skills Segments Skill Level Technology Advancement Product Origination, Design & Development 7 6 5 4 3 2 1 E Specialist Application Service Integration Implementation Support & Management General Adoption Convenience & Productivity Use Type of Employment

  8. Skills for the e-Region Our Focus Business Skills Digital Skills Creativity Team Working Entrepreneurship Management Sales/Marketing Accounting e-Business Project Skills Skills for Life ICT & e-Fluency Literacy Numeracy

  9. The Audience • Over 125,000 people working in the Digital Cluster • Around 50,000 ICT and digital media professionals working elsewhere across the private and public sectors • As many as 900,000 Users of desktop ICT and digital media, ranging from managers to administrators • A further 750,000 having less formal contact with ICT in their jobs in such as retail • All citizens for whom ICT is recognised as a core Skill for Life. The Action Plan is predicated upon the ‘digital literacy’ entitlement of all citizens from early years to retirement.

  10. South Yorkshire CDI Cluster Businesses & Employment

  11. South Yorkshire: Employment

  12. Yorkshire Digital ClusterBusiness Sizes

  13. Y&H Regional Action Plan Framework Digital Skills Requirements Owner / Manager Digital Practitioner Application Specialist Information Worker User Citizen People outside workforce Current workforce T A R G E T S Future workforce Information Advice Guidance Delivery Capacity

  14. Owner / Manager Target audience – Owners and managers of businesses; to succeed, the self-employed & freelancers need the same skills Trends – Virtual enterprise, e-commerce, home working, collaboration, security Digital Practitioner Target audience – ‘Engineers’ originating digital products and services Trends – New methods of software development and lifecycle management (e.g. Service Oriented Architectures), technology redefining roles (e.g. in AV) re-emphasis of critical core disciplines (e.g. Maths), price implications of off-shoring Application Specialist Target audience – ‘Technicians’ who manage & support applications in the enterprise and consumer markets Trends – Methodologies, remote system management tools, impact of enabling technologies (e.g. Web, VoIP, Wireless, Mobile), potential for an intermediate skilled workforce, increasing reliance on enterprise applications (e.g. ERP, CRM, e-commerce, websites) Information Worker Target audience – Workers, including managers who use desktop tools to manage, research, analyse, project data and who originate digital communication Trends – Graphical and web replace traditional interfaces, use of web services to automate publishing, rising management / supply chain / consumer expectations User Target audience – ‘Professional’ users of digital applications for workplace productivity Trends – impact of web on office life and administrative roles, growth of the ‘office’ skill set beyond the traditional tools, home and mobile working Citizen Target audience – Users of digital tools and services for pleasure and for participation in everyday life Trends – Everything is web-centric, new modes of communication (email & messaging), more devices to master, economic opportunity on the web, e-services (e.g. health, government, benefits), integration of digital products in the home Digital Skills Requirements

  15. Skills Framework for the Information Age SFIA Categories

  16. ICT Career Channels

  17. ICT Skills SpectrumHorizontal Mobility across technical disciplines Hardware Networks Systems Programming Content User

  18. Progression & Specialism in ICTVertical Mobility from Entry to Executive Cross-Cutting Enterprise & Enabling Skills Generic L5 L4 L3 Specific L2 L1 Entry Generic

  19. Skill Types for Creative & Digital Employment

  20. Evidence of Need - Businesses A survey of 175 SMEs in the Digital Cluster (February 2005, The Sheffield College & Digital South Yorkshire) offers key insights • 58% of companies expect an increase in technical employment over the next three years, whilst only 3% expect a decrease • 54% report training is driven by technology change • 31% identify productivity • 82% train to increase capability not to gain a qualification

  21. Growth in Employment & Training Demand

  22. Supply side failure – the Course Pipeline A survey conducted in March 2005 of post-16 funded provision of ICT & digital media in South Yorkshire showed weaknesses in the pipeline: • Very low level of preparatory offers at Level 2 to feed the pipeline of requirements for network and specialist applications skills at Level 3; • Over provision for new media in general courses at Levels 2 & 3 • In stark comparison, a poor pipeline for web specialists with insufficient at Levels 2 & 3 and negligible provision at Level 4 other than units in more general courses; • Low level of industry relevance in a high volume of generic ICT at Level 3, feeding a potentially inadequate pipeline at Level 4 (e.g. Foundation Degrees); • Imbalanced emphasis on office skills in User progressions from entry to Level 2. It is suggested these issues are typical of the region and indeed of the UK. Whilst the local detail may differ, this Action Plan highlights the importance of addressing this application of funds and resources.

  23. 447 SY Total Practitioner Courses Low High Key Not Applicable 8 1 11 19 12 3 16 5+ 4 3 2 1 E 25 4 1 2 9 16 12 44 22 21 26 28 18 29 38 182 5 23 13 10 28 23 17 119 1 6 5 1 10 8 1 28 Netwk Systems Program Apps NMedia Web Generic

  24. 294 SY Total User Courses Low High Key Not Applicable 5+ 4 3 2 1 E 13 16 8 4 2 4 47 25 27 23 10 9 9 5 108 44 7 21 10 6 10 18 116 23 23 ICT/PC Office Text Spread Data Present Media

  25. Supply side failure – the Learner Pipeline The e-Skills UK regional report for 2005 raises concern about the regional ICT skills pipeline from Key Stage 4 in schools, through A Level and FE vocational provision to the number of graduates entering IT employment. The regional evidence pinpoints the unattractiveness of ICT as a subject choice, from Key Stage 3 or earlier, which impacts interest at Key Stage 4 and thereafter as an A Level and FE choice. This cascade effect must be addressed in this Action Plan.

  26. Snapshot of Progression Routes (DfES) Postgraduate Qualifications Honours Degrees Higher Level VQs Foundation Degrees Level 3 VQs NVQs + experience Advanced Apprentices A Levels Access to HE Courses

  27. KEY Academic Employment The Learning & Skills Ladder Illustrating how the 14-16 programme opens up choice and opportunity Honours Degree A level Foundation Degree With credits With credits Other FE AA 14-16 CDI Track Employment in industries using ICT & Digital Media AA = Advanced Apprenticeship

  28. 2005 Priority Actions 10 high & 2 Medium

  29. 2006 Priority Actions – 12 high & 13 Medium 2006 Priority Actions 12 high

  30. 2006 Priority Actions – 12 high & 13 Medium 2006 Priority Actions 13 medium

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