Memorandum submitted by SkillsActive
BACKGROUND INFORMATION
ABOUT SKILLSACTIVE
1.1 SkillsActive is an employer led organisation
recognised and licensed by Government as the Sector Skills Council
for Active Leisure and Learning. We have been charged with leading
the skills and productivity drive within the Sport and Recreation,
Health and Fitness, Playwork, The Outdoors and the Caravan Industries.
1.2 We are working with and for the sector
to:
— Advise government and influence decision
makers.
— Promote the image of the sector to
the public.
— Ensure the quality of training and
qualifications.
— Help people find the jobs and training
they need.
— Help the industry attract and retain
the right staff.
— Attract funding to meet employers
training needs.
1.3 SkillsActive is a registered charity
and a membership organisation for employers and voluntary organisations
in our sector. We receive funding for our core functions from
the Sector Skills Development Agency, as a result of being licensed
by government.
1.4 We work in close partnership with the
Department for Education and Skills, the Department for Culture,
Media and Sport, the Devolved Administrations and the Home Country
Sport Councils to deliver our programme of activities. SkillsActive's
work is directed by a Board of Trustees, which meets every two
months.
1.5 SkillsActive works with employers to
set national occupational standards for training and qualifications
in the sport and recreation, health and fitness, playwork, the
outdoors and the caravan industries.
POST-16 SKILLS
TRAINING
SkillsActive welcome the emphasis in the recently
published Leitch review on a demand-led skills system with a strong
organised input from employers. However, we do recognise the challenges
that this brings, and are very pleased that Sector Skills Councils
are being recognised as being at the heart of the solution.
What should we take from the Leitch Report on
UK skills gaps? What are the demographic issues which need to
be taken into account in skills policy?
— Demographic change implies a need
to support the up-skilling of the current ageing workforce. There
is a clear need to support adults into work.
— Diversification of the workforce
is clearly a key issue in skills policy.
— Clear sector-led policy across Europe
on recognition of qualifications to support/control proper and
necessary movement of labour; also to ensure level playing field
for UK businesses seeking to expand into mainland Europe.
— We agree that there is a need to
build on existing structures rather than create new ones, and
that there is a need for a shared responsibility between employers
and the government on delivering the skills agenda. There is a
need for a culture of lifelong learning where both employers and
employees invest in training for the future.
Are the measures that we have available to assess
the success of skills strategy robust?
— There is a clear need for a shared
responsibility for the delivery of skills ambitions, from both
government and employers. Employers and individuals should contribute
most where they derive the greatest returns. Government investment
should be focused on ensuring a basic platform of skills for all,
increasing access and tackling market failures. There is a need
for increased focus on economically valuable, demand led skills
which meet the needs of employers and individuals.
(See supporting evidence 1).
NATIONAL POLICY/ISSUES
Are the Government's priorities for skills broadly
correct—for example, the focus on first "Level 2"
qualifications?
— We fully appreciate the need to ensure
basic employability on leaving full-time education and understand
the need for a fully supported government safety net.
— We would wish to support the employer
pledge. However, we would like to see a clearer statement and
commitment to sharing costs between employers and individuals
and government for vocational qualifications. Achieving five GCSEs
is not always a statement of employability as sometimes a vocational
qualification is still needed, however it is often not supportable
with public money if the 5 GCSEs are achieved.
— The positive aspects of volunteering
should be emphasised, especially in our sector where there are
more than 600,000 paid staff in the UK, and a further 5.8 million
unpaid staff and volunteers working in sport in England alone.
How do other targets, such as the "50% into
HE" fit with the wider skills agenda?
— We support the view that should this
target be achieved flexibly through the use of part-time study
programmes for older adults, foundation degrees linked to work
and development of management skills in later stages of a career.
(See supporting evidence 2).
What is the extent of joined-up working between
Government departments, particularly, the DfES and the Department
for Work and Pensions?
— We support the Leitch proposals for
the new Employment and Skills Commission. The Commission could
aim to co-ordinate/advise/integrate government policy on employment
and skills across DfES, DWP and possibly DTI.
Do current funding structures support a more responsive
skills training system?
— No—there is an inbuilt conflict
between Public Sector Agreement targets for the LSC and sector/employer
priorities. The opportunity should be taken between now and full
implementation of Leitch after April 2008 to review all existing
LSC post-16 expenditure, sector by sector, against employer/SSA
priorities to achieve better value and shared investment across
a better spectrum of skills.
Is the balance between the public, employers'
and individuals' contribution to learning appropriate?
— We feel that there should be greater
sharing and contribution at all levels post 19. The concept of
apprenticeships for the unqualified should be extended to older
age ranges. SSC led skills passports could provide the mechanism
to share investment in skills development.
SUPPLY SIDE
Is there a case for a less regulated supply-side
system with fewer intermediary agencies and bodies? What are the
potential risks and benefits of such an approach?
— We welcome the recommendations in
the Leitch Report regarding the increased employer engagement
in skills through the empowerment of Sector Skills Councils and
the expansion of skills boards across the country. We hope that
this will result in an increased influence for employers and not
simply become another barrier between employers and decision makers.
— Our sector example is the Register
of Exercise Professionals (REP), set up to help safeguard and
to promote the health and interests of people who are using the
services of exercise and fitness instructors, teachers and trainers;
similar advances in Playwork and coaching are currently being
developed. Funding and supply should follow these leads from employers.
There should be a single sector led approach to such planning,
and workforce development planning should be the embedded concept
in every sector through continuing development of the SSA process
which should extend down to regional level. Adult Learning Inspectorate
to inspect quality of providers.
What do national and regional agencies currently
do well? How are bodies such as the Regional Skills Partnerships
working?
— Regional Skills Partnerships should
continue to take the lead on economic development, but a closer
relationship is needed with the sector. We would welcome a more
dynamic relationship and debate about how new sectors could contribute
to growth. RSPs do provide a single meeting place for all agencies
linked to employment and skills—they should report to the
new Employment and Skills Boards, which should initially operate
at no lower than a regional level.
— These Boards should be linked upwards
to the Education and Skills Commission and employer members should
be earthed in their SSC to establish a single structure of engagement.
Across the regions, the Regional Skills Partnerships are structured
differently and appear to be at different operational stages in
their development.
Does the LSC need to be the subject of further
reform?
— We support the Leitch proposals on
reforms to the LCS. The role of the LSC in planning should be
diminished and become part of a shared process with SSCs linked
to developing the concept of Sector Skills Agreements.
What is the typical experience of a college or
other provider who wants to put on new provision in response to
local employer demand?
— A successful, national, demand led
system must be responsive to local needs and if it is to be publicly
supported should be tested against a national view of demand to
ensure value for the individual and the transferability of their
qualifications and skills.
Do we need to consider any further structural
reforms in terms of which institutions provide what kind of learning?
— SkillsActive supports the development
of vocational specialisms in FE and increased partnership between
FE/HE to continuous professional development. We feel that more
training should be taken to the workplace.
DEMAND SIDE
Employers:
What should a "demand-led" system really
look like?
— SkillsActive agrees with the recommendations
of the Leitch Report that the UK skills system needs reform so
as to fully meet the needs of employers and individuals across
the country. Without the buy-in and full support of employers,
a skills system will not benefit those that need it most. SSCs
are a crucial mechanism for engaging employers and for working
on their behalf to specify standards, qualifications and priorities
and to ensure development of best practice and transferability
between employers.
— A demand (employer) led system is
the best route to achieve value for public investment. A single
route (through the SSC) is the best way to ensure employer views
are co-ordinated and that the commitment is there to back up their
views of the sector. ie schemes such as licences to practice demonstrate
to individuals that employers are committed to reflect and endorse
qualifications through their employment practices.
Do employers feel like they are shaping skills
training—for example through Sector Skills Councils?
— Frustration arises where Sector Skills
Councils are unable to influence change in qualifications and
funding. Leitch addresses this. As the Sector Skills Council for
the Active Leisure and Learning sector, SkillsActive are in constant
contact with employers and stakeholders in our sector to give
them the power to shape skills training for the future. Productive
partnership between employers, their SSC and other players in
the skills system continue to improve skills across the board.
— We need to develop a culture where
individuals and employers recognise the need to invest continually
in developing skill levels across the board. We welcome the recommendation
that SSCs should have a stronger role in the task of simplifying
and approving vocational training across the different sectors.
(See supporting evidence 3)
Do employers feel closely involved with the design
of qualifications?
— The Leitch proposals support suggestions
aimed at improvements in this area. The National Qualifications
Framework urgently needs to evolve into a credit framework with
shared funding to support the accumulation of credits. Employer
demand is for more bite-sized learning but this must fit into
a structure to support career development and transferability
of skills.
— A prerequisite for increasing employer
investment and engagement in skills is a delivery system that
meets their needs. We hope that the new emphasis on Sector Skills
Councils as a conduit for qualification approval will increase
employer's involvement in the design of future qualifications.
Only by ensuring that employers are involved in qualifications
from the outset will we be able to have a system that truly increases
the skills needed at ground level to improve the UK's workforce
in the coming years.
— It is hoped that small businesses
will have better access to increased levels of training for employees,
including managers and that this training will have increased
relevance, so that management skills and profits will improve.
Employers will also have more strategic influence over the skills
strategy and system, greater incentives to invest in skills across
all levels, access to brokerage, and increased public support
for workplace training.
— We also welcome the creation of the
new Commission for Employment and Skills and hope that the voice
of employers will be heard. The employer-led Employment and Skills
Boards highlighted in the Leitch Review may well be a way for
employers to become more involved at a local level, in co-operation
with current players such as Sector Skills Councils.
Should employers be further incentivised to take
up training? If so, by what means?
— UK employers currently spend around
£33bn a year on training, but around one-third of employers
do little or no training at all; this clearly needs to be redressed
as an increase in training would result in increased productivity.
A high proportion of employers in the active leisure and learning
sector already invest in training. The National Employer Skills
Survey 2005 shows that 72% arranged or provided training for staff
in the last 12 months compared to 65% for all sectors.
— We welcome Leitch's suggestion of
shared action on skills to be taken by employers and government
to both increase skills levels and ensure their effective use
in the workplace. The best incentive for increasing the uptake
of training by employers is to make the training more directly
relevant to them, by increasing their involvement in the first
place. (See supporting evidence 4)
What is the role of Union Learning Reps?
— There is huge potential for Learning
Reps, but links with Trade Unions need to be brokered carefully
in non-unionised sectors. This will play a particularly important
role in encouraging and supporting acquisition of basic skills
and first level quals eg SkillsActive/GMB project in Yorkshire
(See supporting evidence 5)
— SkillsActive has worked in partnership
with Trade Unions and Union Learning Representatives in addressing
skills gaps and training needs in the workplace and to help employers
and learning providers in our sector. The Union Learning Fund
and the Wales Union learning Fund (WULF) represent an opportunity
for employers to access funding for basic skills and SkillsActive
has signed up to the joint statement between Asset Skills and
TUC on skills in the workplace and the importance of adult literacy,
language and numeracy skills and the need to work in partnership.
LEARNERS
What is the typical experience of someone looking
for skills training?
What information, advice and guidance is available
to potential learners?
— As well as providing information
in person, SkillsActive has an online careers service which enables
potential learners to access information and advice on working
in the active leisure and learning sector. It includes an interactive
sports map which allows people to discover the varied roles within
the sector and the possible training routes into a range of careers.
— It can often be the case that funding
is not readily available for vocational qualifications for volunteers
if candidates have a higher prior education attainment of Level
2 or above. There is a need for increased flexibility in training
for people changing careers and returning to work.
What is available for those with the very lowest
skill levels, who are outside of education, training and the world
of employment?
— Qualifications and training are available
in our sector from Level 1 upwards as a way to include those with
the lowest skill levels.
What is the role of the new Learner Accounts?
What factors should be considered in their design and implementation?
— Employers have expressed universal
approval for Individual Learner Accounts and this support is likely
to be as strong for new Learner Accounts as well and the Train
to Gain programme as it continues to be introduced across England.
— Employers should be involved from
the outset with regard to the new Learner Accounts.
APPRENTICESHIPS
What should apprenticeships look like? How close
are they currently to this vision?
What parts of the current apprenticeship framework
are seen as valuable by learners and by employers, and which less
so? Is there a case for reform of the framework?
Are the number of places available appropriate,
and in the right areas, and at the right level?
What is the current success rate for apprenticeships?
What can we learn from practice in other countries
with apprenticeship systems—ie, Scotland and Wales?
— SkillsActive is taking an active
role in the 14-19 curriculum reforms, including the Young Apprenticeships
Programme. The programme includes a range of Level 1 and 2 certificates
and qualifications such NGB coaching awards, first aid and pool
side helper awards. All qualifications undertaken in the Young
Apprenticeship Programme are on section 96, the national list
of qualifications which pre-16's are allowed to undertake.
— Currently there are very few VRQ's
and Technical Certificates at level 2 upwards in our sector; this
is due to industry not wanting pre-16's qualified to undertake
the responsibilities of a level 2 coach for regulatory and best
practice reasons, including health and safety, and industry perception.
SkillsActive has therefore recommended that students on the Young
Apprenticeship programme should complete generic sports leaders/gym
instructing Technical Certificates and if appropriate to the individual,
specific Technical Certificates such as the Junior Football Organiser;
therefore building the relevant skills to allow fast progression
at 16.
The programme is delivered through partnership
collaboration, typically:
— An FE College/Private Training Provider.
— A number of local schools ideally
which include a Specialist Sports College.
— A range of local employers.
— Potentially Education Business Partnership
or other agency to source work placements.
Within the partnership, each partner negotiates
which part of the programme they can deliver or what added value
they can bring.
(See supporting evidence 6).
QUALIFICATIONS
Do the qualifications which are currently available
make sense to employers and learners?
— In many cases no, although SkillsActive
is working with the industry to make the qualifications clearer
both for employers and employees.
Is the Qualifications and Credit Framework succeeding
in bringing about a rationalised system? Is there a case for further
rationalisation?
— Progress in this area is slow and
SkillsActive feels that there is a strong case for further rationalisation.
SUPPORTING EVIDENCE
1. Skills gaps (where members of the existing
workforce are thought to be deficient in some area of skills)
affect 16% of establishments in the active leisure and learning
sector (lower than the 20% reported in England as a whole). This
suggests that 17,000 employees in the SkillsActive workforce (some
7% of all staff) have skills weaknesses which need addressing.
The volume of skill gaps far exceeds that of recruitment problems.
The nature of skills gaps are similar to those for recruitment
difficulties—customer handling skills, communication skills
and team working skills.
The sector faces a significant recruitment challenge:
— it is forecast that the sector will
grow at a rate above that for the whole economy over the next
10 years. On this basis, overall levels of employment in England
in 2014 will be 580,000, 100,000 more than the current level,
or an increase of 21%;
— in addition to this the sector also
will have to recruit 70,000 annually to cope with replacement
demand (to replace those who leave employment in the sector each
year to either work in another sector, to retire, or to become
unemployed.)
SkillsActive's sector contributed £7.2
billion in output to the English economy in 2004. Growth has been
over twice that of the English economy over the last five years
and the sector is expected to continue to outperform the English
economy until 2014, with output up to £102 billion. Employment
in the sector is strong, with growth at more than four times that
of all industries in England.
— 29% of workers in the sector are
not qualified up to NVQ level 2 or equivalent.
— For all sectors vocational skills
for the job are vital, as are generic skills, including communication,
customer handling, and team working.
— Only four in 10 coaches hold some
form of coaching qualification.
— The caravan industry has the lowest
qualified workforce of all the SkillsActive sectors.
— The playwork workforce has a high
level of general educational attainment but this is not necessarily
related to playwork.
Continued and sustainable success for the Sector
over the coming years depends on increasing participation in its
core activities; more people playing sport, participating in physical
activity, experiencing the outdoors and adventure, and more children
enjoying play. This will not only ensure business success but
contribute to the social and economic fabric of the UK with a
more active and healthier nation. The sector must impact on harder
to reach communities and individuals and that new approaches to
service delivery may be needed to achieve this. Continued success
will rely upon the skills of the people working in the sector,
both in paid and unpaid roles.
2. One in five (18%) of the 81,000 applications
onto SkillsActive courses will be accepted. This is the same ratio
as All Higher Education courses in the UK. Ratios are higher in
the Outdoors and Playwork (no HE qualifications were identified
for the caravan sector).
KEY QUALIFICATIONS IN THE ACTIVE LEISURE
AND LEARNING SECTOR
| Sport and Fitness
| The Outdoors |
| Recreation staff—"Statutory training": NPLG for lifeguards, first aid, health & safety
| NGB Coaching Level 1,2 or 3
Work-based NVQs
Minibus driving qualification
|
| National Governing Body Awards | Degree for Adult education
|
Coaching—NGB Level 1-4
Officiating—NGB Level 1, 2 or 3
| APIOL—Accredited Practitioner of the Institute of Outdoor Learning
|
| Management—New professional body: ISPAL
| In-house training for non-NGB activities |
| Degree for Sport Development | Introductory Training Programme
|
| Community / Junior Sport Activity Leader Award (CSLA / JSLA
| |
| Fitness instructors—REPS Lev 2 | The Caravan Industry
|
Personal Trainer—REPS Lev 3
Exercise referral—REPS Lev 3
| CITO National Certificate in Park Management
|
| Playwork | CITO "Safe siting"—Edexel
|
NVQ 2 Playwork
NVQ 3 Playwork | NVQ2 "Operational Services (Caravan Parks)—City & Guilds
|
Certificate in Playwork
Diploma in Playwork
| NVQ 3 (Leisure Management)—currently awaiting approval
|
| Foundation Degree | City & Guilds Certificate for workshop technicians (touring caravans)
|
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Demand for coaching qualifications in the UK has seen huge
increases over the last five years, with double the number of
number of applications in 2004 and 145% increase in acceptances.
Demand in other qualifications such as Sport Development courses,
Sport and Recreation Management, health and fitness and outdoors
courses have also increased significantly in the last five years.
University places for sport and recreation courses increased by
35% since 1999, yet only around a third of graduates go on to
find employment in the SkillsActive sector.
The Playwork sector is reliant on further education and private
training for its provision although there is some provision in
higher education. There are fewer entrants onto Playwork related
higher education courses in 2004 than in 1999. The entrants are
predominantly female. A third of entrants onto Playwork courses
are aged over 21. In only 15% of appointments in the UK was the
degree qualification a formal requirement for the post in the
sector. 48.9% of graduates from Higher Education in England go
on to full-time work, 9.5% go into part-time work (although not
necessarily within sector related industries) and 19.4% go into
further study.
3. The feedback from the recent consultation on our Sector
Skills Agreement process has shown that employers recognise the
important of being involved in skills and qualifications for their
employees. Over 3,500 employers, 1,700 employees and 600 stakeholders
have responded to surveys and consultations across all 5 sub-sectors
in the UK.
Our Sector Skills Agreements provided a means for employers
in the sector to collaborate with government in meeting the priority
skills needs of the sector, as a whole, the sub-sectors and ultimately,
individual businesses. It has provided a genuine opportunity for
employers to shape training provision for the sector and identify
and emphasise coherent progression routes. Employers from sport
and recreation, health and fitness, playwork, the outdoors and
the caravan industries have worked together to identify skills
needs across the entire active leisure sector.
The six key industry priorities that came our of the Sector
Skills Agreement consultation process with employers are:
(1) Improve the Quality and Range of Services.
(2) Improve Recruitment and Retention.
(3) Professionalise and Upskill the Existing Workforce.
(4) Match Supply to Demand.
(5) Redirect Funding for Training.
(6) Increase Sector Investment in our People.
4. The LSC Annual Statement of Priorities has removed
public funding eligibility for "statutory training"
like first aid, health and safety and food safety. Safe and competent
practice in the Outdoors sector is vital to employers. They will
need to exceed the minimum ratio of staff trained in first aid
from 1:50 to 1:1 or 1:2.
This withdrawal of funding eligibility for statutory training
may affect safety. It will place an even greater burden of cost
on employers. Margins are slim, and passing higher costs onto
schools may deter them from offering children the outdoor experiences
promised by Ruth Kelly in her Manifesto for Outdoors Education.
Many operators are self-employed and need more support in funding
training.
Using the example of the outdoor industry, employer consultation
meetings reveal that the main priorities include improved training
and qualifications/awards and improved funding for training/qualifications.
Training and Qualifications—This includes developing
courses that match the current and future needs of the industry,
ensuring closer working between employers and the sector and encouraging
better co-ordination of training needs and provision. In addition,
there is a need for greater emphasis on NGB awards, ensuring that
they are reflective of needs and include a common core of generic/soft
skills training.
Funding—There is a need for NGB coaching awards and
other important awards/qualifications (eg Accredited Practitioner
Institute for Outdoor Learning and minibus driving licence) to
be recognised as fundable. Furthermore, apprenticeship funding
needs to be more reflective of age requirements and mechanisms
should be put in place to ensure that employers receive a realistic
share of funding where they provide work placements as part of
HE and FE courses.
Other priorities for the sector include reviewing issues
of recruitment and retention, more effectively promoting the outdoors
and its potential benefits to new markets, public and "official"
bodies, and as a source of recruitment for more mature workers.
5. Union Learning Reps are extremely important at a grassroots
level to broker learning opportunities and champion workforce
development across the UK. An example of the Union Learning Fun
project in action in our sector can be seen in Yorkshire where
the GMB have joined forces with SkillsActive to provide Union
Learning advice in boxing and rugby league clubs, with the overarching
aim of extending learning provision. SkillsActive is able to extend
the provision of training, information, advice and guidance for
the sports workforce at a grass roots level.
6. SkillsActive has developed a specialist Apprenticeship
Framework to meet the needs of aspiring professional or elite
athletes, known as the Advanced Apprenticeship in Sporting Excellence
(AASE). For the first time, this gives elite young sporting talent
(16-18 years) a structured and supported route into their chosen
profession (sports performance) which caters for their on-field
development as well as their wider career and progression opportunities
within the sector.
January 2007
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