Designing modular study with employers to fill skills gaps – Case study

Background

Shrewsbury College wanted to offer learners the chance to study modules of higher technical qualifications (HTQs) through the modular acceleration programme (MAP).

This programme was a pilot for the Lifelong Learning Entitlement (LLE).

Issues faced by the college

Modular study may not be recognised among learners as an option that is relevant to local employers and that could enhance their employability.

Many employers are not aware that

• modular study can help them by addressing skills gaps
• they can work with colleges to co-design modules that are tailored to their needs

Responding to employers’ needs

The college recognised that local employers’ needs change quickly over time. Small businesses often have an immediate need that differs from the modules recognised by awarding organisations.

It can be difficult for a college to react quickly to changing needs and Shrewsbury College needed to rely on the adaptability of teachers to support this.

Shrewsbury College said “The ability to tailor modules quickly is very important, particularly in accordance with the local skills improvement plans (LSIPs) skills priorities that were identified for the region. We are lucky that teachers were really good at adapting.”

What the college did

Shrewsbury College recognised the importance of awareness-raising for both employers and learners.

They already had sector skills advisory panels for T Levels in sectors such as

• design and recruitment
• engineering
• construction
• health and digital

The college was able to use these forums to raise awareness for MAP modules. Developing and maintaining links and engagement with local employers helped Shrewsbury College

• understand what skills gaps employers had
• work with employers to provide modules that they wanted
• raise awareness of the availability of modular study with employees
• work with employers to shape the targeting of modular study to learners who had different availability depending on their sector and circumstances
• adapt and be flexible as local employment needs evolve

Outcome

Shrewsbury College successfully participated in the MAP, delivering modules in

• construction
• alternative energy
• production engineering
• digital marketing

Learners were able to study modules that have direct relevance and benefit to local employers.

The college will consider delivering a blended approach (mix of face-to-face and online) to modules in the future, as they believe there is demand for this.

Results and benefits

Local employers

• better understood modular learning and the value of it to them
• had the opportunity to be involved in the selection of modules that addressed their skills gaps
• had input into the design of modular courses, so that the targeting and scheduling of modular study was better tailored to different learner needs

Employees could hear directly from their employers that relevant, valuable modular study was available to them.

Engineering modules initially had MAP learners joining existing full-time course modules, but when these modules became popular they became standalone modules.

Overcoming obstacles

Shrewsbury College’s tips to overcoming potential obstacles include

• set up regular engagement forums with different sector employers locally
• find out what employers’ skills gaps are and what learning they want employees to gain
• revisit modular provision to make sure that it is still relevant locally
• support teaching staff to be able to adapt quickly to changes to different modules
• think about how you name modules – make sure that students and employers are able to recognise them