CDGP Skills Report - Full Version

SKILLS SGILIAU Cluster Development and Growth Programme: Skills

Cluster

Development and Growth Programme: Skills

Skills demand for regional growth 2023/2024

This report is prepared solely by PwC for Cardiff and Vale College and solely for the purpose and on the terms agreed with Cardiff and Vale College, who are the managing agent for the Cardiff Capital Region Cluster Development and Growth Programme. We accept no liability (including for negligence) to anyone other than Cardiff and Vale College in connection with this document, and it may not be provided to anyone else, unless otherwise agreed in writing or stated in the contract.

1 Summary

Engagement summary

5 priority clusters

11,776 job postings

130 reports

86 organisations

Cardiff Capital Region (CCR) has been allocated a proportion of the South-East Wales regional UK Shared Prosperity Fund4 (UKSPF) budget, up to March 2025, to focus specifically on supporting local enterprises, a key UKSPF priority. In alignment with its mission to identify and respond to the social, economic and skills needs of the region, CCR is committed to building on the region’s sectoral strengths, enhancing its current skill base, and capitalising on the innovative research and provisions offered by surrounding universities, colleges and private training providers.

CCR has developed the Cluster Development and Growth Programme (CDGP), as part of Cardiff Capital Region’s Regional Economic and Industrial Plan. This programme supports enterprises operating within the region’s priority clusters, including Compound Semiconductors, Creative Industries, Cybersecurity, FinTech and MedTech, and CCR’s wider Digital, Advanced Manufacturing and Net Zero capability.

3 capability areas

5,057 distinct courses >100 >100 participants

A skills discovery analysis focusing on Digital, Net Zero and Advanced Manufacturing has been conducted to help CCR better understand priority clusters’ skills needs and evaluate whether the current skills provision aligns effectively with these requirements through a demand driven approach. By mapping and aligning skill provisions directly with the needs of cluster enterprises, this demand-driven approach informs a strategic approach to address current and potential future workforce challenges and foster targeted economic development.

This discovery analysis report considers the intricacies of skills gaps across Digital, Advanced Manufacturing and Net Zero capabilities and identifies ubiquitous skills gaps that can support several clusters with identified priority areas to inform the future skills solutions. The analysis draws on insights from direct cluster stakeholder engagement, Lightcast skills intelligence², secondary data analysis and existing research and thought leadership in relevant domains.

Key skills discovery analysis findings

• The demand for professionals equipped with data analysis and Cybersecurity skills applies to all clusters.

• The proportion of AI job postings per head in CCR lags behind the UK as a whole where there is expected to be rapid adoption of this fast growing technology; as a result AI-related skill efforts will be instrumental in the long-term growth and development of the region.

• In comparison to Wales, CCR tends to have more specialised net zero related roles, demanding a skill set that often necessitates higher level qualifications. However, the demand for these roles among priority clusters is significantly limited.

• Upskilling workers in Management and Leadership is a particular priority that needs well-designed skills interventions that can be scaled up across all clusters with some cluster specific tailoring.

• Communication is a critical high in demand transferable skill highlighted by employers across all clusters, and was difficult to recruit for. Candidates who can demonstrate the required specialist skills but do not possess the necessary key transferable skills, which employers say are critical for communicating effectively within teams and to broader audiences in a business context.

• The absence of credentialing platforms for critical transferable skills and certain specialist skills represents an opportunity to both simplify recognition of workforce skills, and enable skills acquired outside formal education to be recognised.

The skills discovery analysis has identified priority areas for focus. These areas, identified through examination of priority cluster needs and ubiquitous skills demands, should make a substantial difference in addressing the skills gaps, at scale.

Summary of priority skills recommendations to inform the design phase of the CDPG

• Priority skills recommendation 1: Running expanded Digital Accelerator Bootcamps to boost digital skills through two pathways – Data and AI and Cybersecurity and AI.

• Priority skills recommendation 2: Developing ‘Sustainable by Design’ Academies to lay a strong foundation of Net Zero awareness and skills among priority clusters and advanced manufacturing enterprises to support the green and sustainable industrial transition.

• Priority skills recommendation 3: Upskilling middle management on leadership skills through purposeful, short, blended learning, reinforced in the flow of work.

• Wider consideration 1: Focusing on skills improvement and people impact when measuring the impact of future skilling solutions.

• Wider consideration 2: Driving culture change by adopting skills first approach to support wider skills transformation across the region – in particular prioritising assessment of skills over specific qualifications, job histories or job titles – when attracting, hiring, and deploying talent.

• Wider consideration 3: Leveraging the power of skills to build more equitable businesses and economy. This includes attracting diverse talent in STEM and building STEM skills, targeting learners with diverse backgrounds (e.g. mid-careerists, career returners, school leavers) through more accessible skilling programmes such as online learning; and promoting an inclusive culture and work adjustment in the workplace for diverse talent attraction and retention.

Next steps

Following the Lot 1 and Lot 2 discovery analysis, some potential next steps should be considered to maintain momentum through to the Build and Recruit, Delivery and Close phases of the CDGP programme and beyond.

Short to medium term:

• Arrange a co-design workshop to align on key recommendations and design considerations provided based on skills discovery analysis, and obtain the commitment from relevant stakeholders ranging from employers to delivery partners for skills solution building and delivery. Roles and responsibilities need to be discussed and clarified in the workshop to ensure clear accountability in facilitating the delivery of the identified priority skills recommendations, many of which require action by both employers and education and training providers, working in partnership.

• Adopt ‘Train-Place-Employ’ model and mobilise the cross-cluster employer group that is committed to supporting identified priority skills recommendations by creating opportunities for job placements and employment in relation to high in-demand digital, net zero and advanced manufacturing roles.

• Openly and widely share insightful labour market and skills intelligence produced by the CCR Skills Partnership and the CDGP programme among employers, learning and training providers. As employers and learning and training providers work closer based on shared intelligence, the workforce becomes more adaptable and aligned, contributing to sustained economic growth.

Medium to long term:

• Explore the effectiveness of different funding models to support ongoing upskilling and reskilling efforts to bridge the accessibility gap for learners from different backgrounds including under-employed, unemployed, graduates, career returners and career convertors. Central to this is ensuring government and employer investments are well aligned to better incentivise upskilling and reskilling.

• To fundamentally change the perceptions and attract more diverse talent to STEM as a subject and career pathway, it is crucial to focus on early exposure and engagement through interactive learning experiences, highlight the real-world applications and impact of STEM disciplines, foster curiosity and creativity in STEM learning, and provide mentorship and support networks for aspiring STEM professionals. This requires strong leadership of an ecosystem wide approach, based in promoting evidence based practice.

• Cluster employers, CCR and local government should aim to work closer together in the form of a skills coalition to clearly signal skills in demand to the market . This will help to create strong incentives for the workforce to take up relevant skills provisions and promote self-driven life-long learning. This approach will also help to create more relevant provisions driven by employer demand and economic needs.

1.2 Summary of priority skills recommendations – CCR CDGP

Employers across Cardiff Capital Region priority clusters including Compound Semiconductors, Creative Industries, Cybersecurity, FinTech and MedTech see the prevailing skills gaps, both specialised and transferable skills, in the local labour market as the primary barrier prohibiting cluster growth and transformation. There is unanimous agreement that investing in upskilling and reskilling should be a primary workforce strategy for developing the right skills to meet the demands for the jobs of today and tomorrow.

Noteworthy initiatives, exemplified by the CCR Skills Partnership, including more agile training models –Academy and Bootcamp – and new Apprenticeship frameworks, have been implemented. However, the consensus is that delivering change at the necessary pace and scale requires more coordinated efforts and enhanced collaboration.

The skills discovery analysis has identified priority areas for focus. These areas, identified through examination of priority cluster needs and ubiquitous skills demands across clusters, should make a substantial difference in addressing the skills gaps, at scale.

Focusing on these ubiquitous skills demands can deliver several benefits for the CDGP programme and businesses:

1. These demands are not only tied to priority clusters but are essential across clusters For example, the demand for professionals equipped with data analysis and Cybersecurity skills applies to all clusters, reflecting their universal importance in today’s digital age.

2. Priority skills demands align with emerging trends and challenges in the business landscape. For instance, the emphasis on net zero skills reflects the growing focus on sustainability and environmental stewardship which is essential to drive cluster transformation and new ways of sustainable operation across clusters.

3. Employees with these skills can apply them in diverse scenarios and cluster contexts, making them adaptable and valuable to organisations. Communication skills and leadership skills are essential for conveying insights, fostering collaboration and managing change, regardless of cluster and industry.

Priority skills recommendation 1: Running expanded Digital Accelerator Bootcamps to boost digital skills through two pathways –Data and AI and Cybersecurity and AI.

While impactful provisions with reputable education providers are currently in place for data and Cybersecurity training, it is clear that expanded and enhanced provisions are necessary to meet evolving cluster demand. This is particularly crucial to accelerate digital upskilling among both existing and future workforce across all priority clusters ensuring comprehensive coverage and effectiveness in filling the common skills gaps. In addition, AI skills are recommended to be integrated into both pathways given the prevalence in demand from employers and the way in which relevant professions will require AI skills. Communication skills related modules should also be included to ensure learners’ proficiency in explaining relevant concepts to business and wider stakeholders.

Building on the success of the 10-week upskilling bootcamp offered by Cardiff and Vale College, the expanded Digital Accelerator Bootcamps (Level 3 to 5) could consist of 8 weeks of blended learning, enriched by interactive workshops, virtual learning community, online self-paced study, and webinars with 4 weeks of work-based learning through an industry placement through a Train, Place, Employ model with employer involvement.

The programme can also offer pre-onboarding webinars and ongoing career mentoring services to help participants choose their career pathway and ensure a smooth learning and deployment experience. Collaborating with alternative learning providers such as Microsoft can also help to utilise available subject matter expertise in areas such as AI to deliver the highest quality.

Priority skills recommendation 2: Developing ‘Sustainable by Design’ Academies to lay a strong foundation of Net Zero awareness and skills among priority clusters and advanced manufacturing enterprises to support the green and sustainable industrial transition.

The lack of net zero skill prevalence in the workforce can be a key bottleneck for CCR to achieve net-zero vision and the regional energy plan. Provision for net zero skills across the CCR area is noticeably lacking in comparison to the broader availability of digital skills provisions. Consequently, there is a pressing need for new and more targeted provisions to address this gap, serving two primary purposes:

1. Upskill leadership across all priority clusters to drive net zero transition and the creation of good net zero job opportunities.

2. Support priority clusters and industries, namely advanced manufacturing compound Semiconductor and MedTech that are most predominantly impacted by net zero transition to drive sustainable production and manufacturing and lead the way in adopting environmentallyfriendly practices.

To achieve this, two programmes are recommended. Starting with the leadership and management teams, a cross-cluster net zero upskilling programme could be co-designed by employers, cluster bodies, net zero SMEs, and learning and training providers to meet Level 6-7 requirements, centred around advanced net zero related capabilities. The programme could include cluster-specific modules, workshops and events to foster net zero strategy, decision making and knowledge sharing. Key skills to be covered are resource and energy efficiency, sustainability strategies, blockchain for renewable, data analysis and AI and machine learning.

To serve the second purpose, a tailored ‘Sustainable by Design’ Academy targeting advanced manufacturing enterprise with regards to sustainable production and manufacturing at Level 4 to 6 could offer a balance of net zero specialist skills, complemented with practical application of advanced manufacturing knowledge in the MedTech Compound Semiconductor and Advanced Manufacturing industry. Mid-careerists, career returners, career converters should be targeted and equipped with the net zero skills to enhance the sustainability of production and supply chain through this provision.

Priority skills recommendation 3: Upskilling middle management on leadership skills through purposeful, short, blended learning, reinforced in the flow of work.

The gap in transferable skills is a key challenge across all priority clusters, with a particular requirement stated around developing leadership skills in practice. Employers felt that existing leadership skills provision did not consider cluster contexts or provide opportunities for leaders to demonstrate their skills in practice.

To support CCR employers in delivering blended learning for leaders with minimal business disruption, existing classroom-based provisions could be revised to suit cluster needs and include transferable skills such as coaching and communication. Employers and training providers could use immersive, peer and supervisor-led learning methods to reinforce skills and behaviour change, and issue digital badges or micro-credentials to recognise and share learning. CCR employers with successful upskilling interventions could share insights and best practices, and collaborate with CCR and training providers to develop a list of endorsed and recognised skills courses for design considerations.

1.3 Summary of recommendations for learning and training providers

Observations on existing HE and FE provisions

In the CCR area, the role of learning and training providers in bridging skills gaps and preparing individuals for the future of work has never been more critical. As clusters undergo rapid changes driven by advancements in technology, shifting regulatory landscapes and disruptions derived by the ageing workforce, it is imperative for providers to adapt and enhance existing offerings and supply new provisions where needed to meet the evolving skills needs of employers and individual learners.

Based on the Learning and Training Delivery Partners Assessment (Appendix 7.2), several themes have emerged. The assessment reveals that within CCR areas, digital skills are generally well covered. AI skills have less provision compared to Cybersecurity and data skills, likely due to the relatively new emergence of AI in the workforce. Critical skills gaps are observed such as blockchain that needs to be integrated into existing digital provisions. Existing courses around common transferable skills such as leadership and management are primarily delivered in person, but there is a need for more flexible, self-paced learning options to meet flexible learning needs.

In terms of core capabilities, the Advanced Manufacturing capability area highlights the need for cross-cluster skilling and bridging the skills provision gap, particularly in areas such as additive manufacturing and computer integrated manufacturing. The Digital capability area should focus on ensuring access to foundational data skills and establishing a combined data analysis and AI skills academy. The Net Zero Skills capability area emphasises cluster-specific provisions, developing skills at different qualification levels, and addressing common skills applicable to all clusters.

As a result, a few recommendations highlighted aim to address skills gaps, foster collaboration, and equip the workforce with the necessary skills for the future collaboratively:

Firstly, there is a common need for learning and training provisions to be further tailored to reflect specific cluster context . By collaborating more closely with cluster stakeholders, providers can develop deeper understanding of the unique skills requirements of each priority cluster, offering more targeted and effective programmes.

Existing provisions at all levels need to be regularly reviewed and adapted to keep pace with the evolving cluster landscape and ensure that their offerings remain relevant and aligned with the current and future skills demands.

Secondly, to address common skills demands such as data analysis, AI and Cybersecurity, there’s a need for more joined-up and scalable skills solutions that meet the needs of a broader range of learners and employers. Successful initiatives that have proven to be effective and more accessible should be expanded to ensure that more individuals have access to high quality learning and skilling opportunities. This includes fast track adult training programmes such as Digital Bootcamps and Data Bootcamps run by FE colleges and Code First Girls Micro Degrees leveraged by FinTech, to name just a few.

Thirdly, skills provisions can be made more impactful by incorporating practical work opportunities through work placements and apprenticeships. These opportunities allow learners to gain practical skills and cluster specific experience in real working environments, enhancing their understanding, employability and readiness for employment or redeployment. When designing future skills solutions, providers should consider integrating practical work experience as an integral component of the overall learning experience.

Lastly, there is a growing need for more flexible and accessible skills provisions among all clusters. This entails leveraging technology platforms to deliver online courses at self-paced formats, allowing learners to tailor their learning experience to personal schedules and preferences. Furthermore, courses should be offered with multiple dates, proficiency levels, and locations where possible to accommodate diverse learners’ needs and facilitate greater inclusivity. This can help ensure that education and pathways through to employment remain accessible to all, regardless of geographical location or time constraints, thereby empowering individuals to acquire new skills and thrive in the ever-evolving labour market.

Observations on Apprenticeships

Across CCR priority clusters, employers have emphasised the value of real-world, practical experience in fostering job readiness among the workforce. Apprenticeships have been recognised as an effective pathway for individuals to acquire practical skills and augment their employability by employers. Nonetheless, employers reflected that Apprenticeships frameworks need more contextualisation and to be flexible and agile enough to prepare for a future of rapidly changing work and meet evolving skills demands. On the other hand, employers are concerned by the cuts (24%) to Apprenticeships in the Welsh Government’s draft 2024-25 budget. The FE sector through Colleges Wales is estimating 10,000 fewer new apprentices starting in the next financial year.’ To put this figure in the context, the total number of work-based learners at all levels residing in CCR (2021/22) was 19,670*. This significant cut could exacerbate the skills shortages without new interventions to support the future of Apprenticeships.

Through an assessment of Welsh-funded apprenticeship frameworks against three core capability areas, a deficit in Net Zero-related frameworks is identified when compared with other capabilities. This gap highlights an area where current Apprenticeship programmes may not fully address the essential skills required by clusters and industries. Within the Energy Occupational sector, the existence of frameworks such as Sustainable Resource Management and Energy Management contributes to a total of 7 frameworks, with only 4 being directly related to Net Zero. While an argument can be made for the inclusion of Environmental Conservation frameworks under Agriculture and Environment in the Net Zero category, the count still positions Net Zero at the lower end of the spectrum. In contrast, Advanced Manufacturing boasts 8 frameworks, augmented by additional apprenticeships in the Engineering Occupational Sector, significantly overshadowing the attention given to Net Zero. Similarly, Digital Technology Frameworks command a total of 15. As the demand for Net Zero skills escalates across diverse industries, it is evident that the existing array of Net Zero frameworks needs to expand to align with evolving cluster requirements.

1.4 Considerations for Policy Makers & Employers

Wider consideration 1:

Focusing on skills improvement and people impact when measuring the impact of future skilling solutions

Developing skills across CCR would be supported by a more comprehensive and consistent impact measurement framework, that linked the impact of upskilling solutions and a skills-based approach, to outcome measurement. A good framework should place greater emphasis on assessing the tangible outcomes that skilling solutions provide for businesses and individual learners. There is reasonable consensus among skills development experts, international agencies and global reskilling forums, who provide guidance and thought leadership in this field regarding the essential components of an effective impact measurement framework124 125 Future skilling solutions should consider the following key components when measuring and tracking the effectiveness and impact:

• Relevance: The extent to which the design and delivery of skills development solutions respond to market demand and needs.

• Quality: Quality assurance that addresses inconsistencies in outcomes for learners. This includes appropriate assessment methods to accurately measure learners’ understanding of knowledge and proficiency of skills.

20

Stakeholders

Example metrics

• Reach and access: Existence of approaches and interventions to enable equitable and fair access for people from all diverse backgrounds to take part in and benefit from the skills development programme. This includes consideration of delivery method, costs, location and learning arrangements i.e. part time or full time.

• Effectiveness: The ability of the solutions to achieve its intended learning outcomes and enhance targeted priority skills needs within or across clusters.

• Employability: The observable changes or improvements in learners employment status, career transition or progression or economic situation after completing skills development programmes.

The framework should specify appropriate metrics to track progress, and the impact of skills interventions needs to be monitored consistently over time.

Business # Number of digital related jobs that are filled by candidates completing Digital Accelerator Academies.

Individual learner # Number of people successfully transitioned into the labour market and the average wage of the first 6-12 months of employment, reemployment or redeployment post-skilling initiatives.

Education and learning providers

CDGP

# Number of youth (aged 15-24) educated and trained with information and essential skills131, by type of priority skills, giving young people the skills to compete for better paying jobs.

Skills improvement at proficiency level over time.

Figure

Wider consideration 2: Driving culture change by adopting a skills first approach to support wider skills transformation across the region - in particular prioritising assessment of skills over specific qualifications, job histories or job titles –when attracting, hiring, and deploying talent.

The term ‘skills-first’ is increasingly used by a wide range of organisations across the private and public sector to describe a new approach to talent management. Skills-first emphasises a person’s skills and competencies – rather than qualifications, job histories or job titles – with regards to attracting, hiring, developing and redeploying talent.126 By focusing directly on skills themselves, rather than on how they have been acquired, a skills-first approach has the potential to democratise access to economic opportunities and pathways to good jobs for many more people than traditional approaches have done.

A skills first approach would enable CCR, and its cluster employers, to deliver the skills transformation needed. Skills first hiring and skills based workforce planning are key interventions to help mitigate skills gaps in CCR.

Skills-first hiring:

A skills-first hiring approach is when job postings list specific skills requirements on a consistent basis. This approach is key to addressing ongoing skills gaps within CCR. Some employers in CCR highlighted that skill requirements were not always outlined in job postings, instead emphasis is placed on qualification and experience, rather than on capability. In order to access a broader talent pool, job postings should be designed in consideration of the following:

• Traditional formal qualification requirements should be replaced with skills-based credentials.

• Skills, capabilities and potential should be prioritised in the assessment of talent.126

Strategic workforce planning (SWP):

Technological advancement and demographic shifts are rapidly changing the world of work, and without an indication of current skills gaps, it is more difficult to prepare for the future.

Through skills-based strategic workforce planning, business strategy and goals are transformed into capability requirements for the workforce.

Outlined below are key steps to approaching strategic workforce planning to understand and address critical skills gaps:

• Strategic workforce planning readiness: Ensure data, vision, policy, and capability alignment and readiness.

• Strategy and goals decoding: Translate business strategy and challenges into workforce implications.

• Workforce demand forecasting: Model the future workforce needs and business transformation.

• Workforce supply baselining and forecasting: Assess current workforce data and model future supply.

• Gap analysis: Identify gaps and critical areas of focus.

• Solutioning and action planning: Develop and align on solutions to fulfil workforce needs.

• Implementation and operating: Implement SWP in the organisation and monitor effectiveness overtime.

Wider consideration 3: Leveraging the power of skills to build a more equitable business and economy. This includes attracting diverse talent in STEM and building STEM skills, targeting learners with diverse backgrounds (e.g. mid-careerists, career returners, school leavers) through more accessible skilling programmes such as online learning; and promoting an inclusive culture and work adjustment in the workplace for diverse talent attraction and retention.

• Attracting diverse talent in STEM: Employers across CCR clusters continue to face challenges when attracting and retaining gender diverse talent into STEM-related careers. Notably, gender diversity emerges as a prevalent target across all clusters; and promoting gender diversity should be a key consideration for CCR skills solutions. The whole skills ecosystem must proactively and collaboratively attract diverse talent in STEM fields by implementing targeted campaigns and recruitment strategies that reach underrepresented groups, especially gender diverse talents. This includes partnering with diversity-focused organisations, organising STEM-focused events and job fairs, and leveraging social media and online platforms to showcase CCR’s commitment to diversity and opportunities within CCR areas.

• Flexible and accessible provision of upskilling to meet diverse needs: To cultivate a diverse talent pipeline, CDGP must target learners with diverse backgrounds, including mid-career professionals, returners to the workforce, and school leavers. Offering accessible courses and programs, such as online learning opportunities, allows the programme to reach a broader audience and provide flexible learning options that accommodate diverse schedules and circumstances. When upskilling and reskilling, CCR should also consider targeting mid-careerists as those aged 50-64 make up the biggest proportion of the current workforce within CCR and Wales120. This presents an opportunity to strategically retain and upskill members of the CCR ageing workforce, and also plan for a replacement of skills as the mature-aged workforce looks to retire. This is evident across all clusters, but particularly called out in the MedTech and Compound Semiconductor clusters, as well as the Advanced Manufacturing capability. Upskilling and reskilling people at different career stages can be challenging, and shifting the perception of upskilling will depend on clear top-down messaging from CCR and cluster employers and a strong culture of continuous learning across the board.

• Inclusive culture and work adjustment in the workplace: Creating an inclusive culture is essential for attracting and retaining diverse talent. This involves fostering a workplace environment where all employees feel valued and supported. To achieve this, employers must prioritise diversity and inclusion in talent policies, practices, and decision-making processes. Additionally, providing work adjustments and accommodations ensures that all employees, regardless of background or identity, can thrive and contribute their best work. Increasing the representation of women and diverse ethnic groups in the workforce can depend on providing better work-life balance, tailored benefits packages and improved coaching and mentoring support. End-to-end support is also required to retain neurodiverse talent, particularly in the Cybersecurity cluster, where they strive to provide relevant workplace training to enhance awareness and knowledge of working with neurodiverse individuals and how their managers can better support them.

2 Skills challenges, opportunities

and recommendations

2.1 Introduction (our purpose and context)

Background and purpose

As part of Cardiff Capital Region’s (CCR) Regional Economic and Industrial Plan5, the Cluster Development and Growth Programme (CDGP) has been developed to support the overarching strategy and vision of supporting enterprises operating within the region’s priority clusters.

The Cluster Development and Growth Programme aims to position CCR as a hotspot for talent through the transfer of skills and knowledge across employers, academia and local government. Through a series of workshops and interviews to discuss priority skill requirements, identify gaps and determine provisions that would create employment support cluster growth.

Context and scope

The Cluster Development and Growth Programme aims to support Cardiff Capital Region’s priority clusters including Compound Semiconductors, Creative Industries, Cybersecurity and FinTech and MedTech, alongside supporting wider Digital, Advanced Manufacturing and Net Zero capability. There are four lots underpinning the Cluster Development and Growth Programme umbrella brand, which include:

Lot 1 – Digital Skills.

Lot 2 – Net Zero and Advanced Manufacturing Skills.

Lot 3 – Academic-Industry Partnerships.

Lot 4 – Business Growth Programme.

The analysis uncovered in this report is aligned to the discovery phase of Lot 1 (Digital Skills) and Lot 2 (Net Zero and Advanced Manufacturing Skills).

The following activities were undertaken as part of the Discovery phase:

• Conducted workshops and interviews with key stakeholders from across the skills ecosystem including employers, representative forums, governments, local communities, learning and training providers to understand skills demand and challenges.

• Mapped existing Higher Education and Further Education skills provisions through a central provision data request and conducted a skills gap analysis for each priority cluster to build cluster specific skills profiles.

• Determined priority digital, net zero and advanced manufacturing skills gaps, highlighting the education supply available at each level of study, identifying which priority skills are delivered and how they link to in-demand jobs across CCR.

• Identified ubiquitous skills gaps that can support several clusters with key design considerations to inform more coordinated skills solutions. This includes identification of potential delivery partners, across education, alternative learning providers, microcredential platforms and technology providers.

Definition of skills

Skills encompass the capabilities needed to complete a task and therefore, a job. Developed through study and practice, skills are enhanced through work and hands-on experience.

Main categorisations of skills for the purpose of this skills discovery analysis:

1. Transferable skills: transferable skills are the skills individuals have that can be used in other types of jobs, such as skills that people can transfer into another job2. They can help build a resilient workforce as technological and social changes manifest in different combinations of skills within an occupation, or in new occupations, for example in the case of green technologies 6 .

2. Specialist skills: specialist skills can be qualified either through industry experience or certification2

3. For Digital Skills, interventions may develop capability across the following depending on gap analysis insights:

– Data and AI (Artificial Intelligence).

– Cloud, Systems and Infrastructure.

– Software Development.

– Digital Media and Creative Technologies.

– Games and Animation.

4. For Net Zero and Advanced Manufacturing Skills, interventions may develop capability across the following depending on gap analysis insights:

– Environmental, Social and Governance (ESG).

– Sustainability Management.

– Energy, Resource Circularity and Decarbonisation.

– Green Infrastructure and Mobility.

– Advanced Manufacturing and Engineering. This skills discovery analysis supports Cluster Development and Growth Programme’s objective of supporting the growth of priority clusters alongside building wider regional capabilities by focussing on exploring the skill needs and provisions for Lot 1 (Digital skills), and Lot 2 (Net Zero and Advanced Manufacturing skills).

2.2 Global Megatrends

In the complex CCR business and workforce landscape, three key Megatrends - climate change, technological disruption, and demographic shifts - are weaving threads of profound impact and will continue to shape the dynamics for many years to come.

The growing urgency to address climate change is reshaping CCR clusters, most significantly MedTech, Creative Industries, as well as the wider Advanced Manufacturing capability, challenging their traditional operating models and practices, and propelling a shift towards net zero and sustainability.

In the meantime, technology advancements are heading towards a transformative era, where innovation accelerates at an unprecedented pace, redefining how organisations from across CCR clusters function and operate. From robotics, automation, cloud, blockchain to artificial intelligence, these new technologies enable huge value creation but trigger new conversations about more ethical and responsible ways of adoption to mitigate potential harmful consequences. In March 2023, a framework called ‘A pro-innovation approach to AI regulation’85 was published by the Department for Science, Innovation and Technology, to support innovation while providing a framework to ensure risks associated with AI are identified and addressed. This framework focuses on the context in which AI is deployed. This enables the country to take a balanced approach to weighing up the benefits versus the potential risks.

Against this backdrop, demographic factors such as age and population growth can accelerate the dynamics and negative consequences of the other Megatrends as potent forces. This is causing a lack of workers in critical areas, un- and underemployment, and a breakdown of social systems. The Welsh Government has estimated that by 2026, 61% of the population will be 16-64 years old and 22.5% will be 65 years and older.86 As of 2022, only 67.9% of the Welsh population between 50-64 years of age were employed, which was the third lowest in the UK.87 The ageing workforce and high unemployment rate within this population represent significant challenges for CCR clusters and industries to navigate and build more resilient businesses.

Each one of these Megatrends implicates existential questions, which are compounded further by the interactions between the Megatrends, making them even harder to deal with.

To meet the challenges faced at macro, regional and business levels, a more agile and integrated approach is needed for CCR to bridge the future requirements of the market and the supply of specific skills and capabilities through more diverse and inclusive provisions.

Megatrend one: Climate change

Most of the world now acknowledges the severity and urgency of addressing the climate crisis and the need for enhanced sustainability policies and practices across the entire economy. Organisations are being held to account for their CO2 emissions and non-sustainable behaviours.

Companies are also faced with navigating regulatory changes and buying behaviour shifts, while managing evolving shareholder expectations. As the climate risk evolves, companies are under pressure to attract and retain skills that are critical for the acceleration of decarbonisation.

How is the world dealing with this Megatrends?

To achieve net zero ambitions, global sectors such as Energy and Materials (49%), Agriculture and Natural Resources (48%), and Supply Chain and Transportation (34%) are experiencing radical transformation.74 Increasing their use of renewable energy production or starting to electrify manufacturing processes, and notable advancements are underway in carbon capture technologies. While China, India, the United States and Germany are emitting the highest amounts of greenhouse gases, countries such as the United States, the United Kingdom, Australia, Canada and India boast the highest intensity of green skills.88

In order to survive in an increasingly globalised economy, companies are in search of talent with green skills to help them navigate the climate crisis, address changing shareholder and consumer expectations, and innovate to establish a competitive advantage. While overall hiring diminished between 2022 and 2023, job postings requiring at least one green skill grew by a median of 15.2% over the same period.89 Despite this increase in demand for green skills, recent research shows that the world’s 1.2 billion young people between the ages of 15 and 24 are at risk of lacking the green skills necessary for optimal employability.90 Employers already identify skills gaps as a challenge to delivering low-carbon infrastructure, and the challenge will increase, particularly in rapidly transitioning industries.

The net zero skills gap indicates that in addition to attracting and recruiting talent with scarce net zero skills, upskilling and reskilling the existing and future workforce through continuous learning and training is essential. Substantial investment and collaborative efforts are needed to drive meaningful progress and scale these initiatives. A successful provision driving net zero upskilling in Ireland is MicroCreds91. Created by seven Irish Universities Association (IUA) partner universities in consultation with enterprise, MicroCreds offers fully-accredited microcredential courses to meet the demands of learners, enterprise and organisations.

MicroCreds provides a range of net zero-related online, bite-sized courses ranging from 7-20 weeks in length, covering Electricity Grid Operation, Environmental Management for Organisations, Measuring Environmental Impact: Life Cycle Assessment for Engineers, and Solar Energy Conversion and Application.91 Microcredentials are at Levels 6, 7, 8 and 9 on the National Framework of Qualifications (NFQ), an Ireland-based qualification system. Not only can microcredential course provisions be cost effective, but they are also more flexible and accessible compared to traditional qualifications. Learners may choose to undertake an individual microcredential course, or continue studying or advancing their skills and knowledge over time.

In addition to addressing skills shortages relating to decarbonisation, energy efficiency and sustainability management, wider digital capability in AI and cloud services is critical to achieving net zero. Legacy IT systems are often energy-intensive and inefficient. Energy saving technologies like edge computing for Internet of Things (IoT) devices and cloud deliver measurable carbon savings alongside increased resilience.92 In some cases, businesses can reduce energy use by nearly 80% when they run applications on the cloud instead of operating their data centres. Leveraging the power of technology, some of the world’s leading companies are making strides towards net zero, with Google committing to operating on 24/7 carbon-free energy by 2030, Microsoft aims to have all electricity consumption matched by net zero carbon energy purchases, and AWS is on track to powering all operations with 100% renewable energy by 2025.92

Case Study: Achieving Net Zero by 2045

Scottish Government

Location Scotland, UK

Within the UK, Scotland has the highest share of green jobs79 and aims to hit net zero by 2045 (five years ahead of the rest of the UK).94

To enable the net zero transition, the Scottish government has committed to the Climate Change (Emissions Reduction Targets) (Scotland) Act 2019 which outlines a 75% target reduction in greenhouse gas emissions by 2030, and a 90% reduction by 2040.95

To achieve this ambition, the Scottish Government has invested in several initiatives, including:

• £100 million to help businesses create new, green jobs via the Green Jobs Fund96 (2021-2026), driving the innovation of sustainable products and services. The Fund was set out to support: – Jobs in businesses that produce goods or provide services that benefit the environment or conserve natural resources (e.g. a renewables or low carbon technology company)96

– Jobs have duties involve making their establishment’s production96 processes more environmentally friendly or use fewer natural resources.

– Jobs which directly support the transition to net zero such as energy, transport, construction etc.96

• A Climate Emergency Skills Action Plan97 (2020-2025) to support the reskilling and retraining of skilled workers to expand the talent pool, this involves 6 skills priority areas:

– Supporting green labour market recovery from COVID-19 – helping to target workers affected by the pandemic and providing support to access new jobs.

– Building better understanding and evidence of future skills needed to support net zero transition – through strengthening evidence on current and future in-demand skills for net zero, articulating key skills, understanding skills provision and supply.

– Developing the future workforce – through establishing a Green Jobs Workforce Academy, aligning skills to green economic ambitions, developing work-based learning pathways and apprenticeships in green jobs, aligning education and training opportunities across schools, HE and FE providers.

– Driving awareness and action to support reskilling and upskilling – involves career choice support, cultivating behaviour change and changes to workplace practices, development of leadership and management skills required for net zero transition.

Possible implications for CCR

Cardiff Capital Region (CCR) is committed to transitioning to a net zero economy by 2050.76

Achieving this ambition depends on a 55% emission reduction by 2035 in CCR,76 and requires a shift to a reformed energy system, localised production and supply chain, and a decarbonised transportation system. This requires significant changes to the skills mix.

– Ensuring fairness and inclusion in the skills system - using opportunities presented by net zero to target diverse groups and embed fair working practices.

– Taking a collaborative approach to ensure a skills system responsive to changing demands - establish a leadership group to drive economic ambition and relevant green skills oversight, and ensure the region remains agile and responsive to green skill demands.

• An the Environmental Placement Programme 98 to support businesses with recruiting graduates to help deliver environmental projects.

– Offers 8-12 week paid placements on meaningful projects in green-focused roles, such as waste management research, energy storage and transport planning.

Relevance for CCR: Having a clear definition of net zero will help define green jobs and create a clear signal for the workforce to consider taking learning pathways and roles that help with energy transition within the CCR area. Placement programmes and work-based learning pathways should be considered to help encourage people at various career stages and backgrounds to retrain in net zero and green-related skills. CCR should consider the possible funding model to support the development of in demand critical net zero skills either through a fully government funded model or a co-investment model with employers from highly impacted and supported sectors and industries.

By tackling climate change, job growth will prosper and the CCR economy will become more resilient. The transition to net zero has already begun to shift the configuration of labour markets, with 75,000 new jobs and a £7.2bn uplift in Gross Value Added predicted across CCR..75 While there’s still a long way to go to achieve a net zero future, CCR’s strategic investment in the Aberthaw coal-fired power station marks the beginning of a radical shift towards establishing a centre of excellence for green energy production to drive sustainable, clean economic growth across South East Wales and beyond.76

Other opportunities to enable the net zero transition:

Net zero upskilling, a need across all clusters: development of net zero skills training strategies is critical, particularly targeting clusters at the forefront of delivering net zero. Currently, employers from MedTech, Creative Industries and Advanced Manufacturing experience the most pressure to evolve practices in line with decarbonisation targets. With national and global competition becoming increasingly fierce, skills development to enable green transition needs to be a priority across all clusters. This could be done in different ways:

• Developing a new Apprenticeship pathway targeting net zero as an emerging cluster;

• Adding net zero skills development into existing engineering, manufacturing or management courses and curriculums designed for highly impacted clusters;

• Increasing collaboration with alternative learning providers and credentialing net zero skills acquired through alternative pathways. Deploying energy saving technologies, such as cloud to accelerate decarbonisation: clusters such as compound semiconductor and advanced manufacturing could consider implementing energy saving technologies such as edge computing for IoT devices. Building the right partnerships not only with cloud providers, but also with other suppliers across the value chain may also bring momentum to CCR’s decarbonisation agenda, enabling new and innovative collaborations. CCR could also consider a research topic to understand potential implications and value creation derived from adopting energy saving technologies, in collaboration with Cardiff University’s Net Zero Innovation Institute. This will help drive cross-cluster adoption at scale.

Megatrend two: Technological disruption

Transformative technologies are driving significant value creation, at a rapid pace. A host of new technologies – including artificial intelligence (AI), robotics, energy storage, DNA sequencing, blockchain technology, and material sciences – are set to unleash even more innovation over the next five to ten years. In response to this evolution, organisations’ focus is progressing from technologies aimed at improving back-office processes, to sector-specific applications that will transform sectoral capability. Changes to how we work, where we work, and the work we deliver, will mean that 44% of workers will require new core skills within the next five years.101

How is the world dealing with this Megatrend?

Due to economic adversity and uncertainty, CEOs are eager to leverage the power of advanced technology to optimise business performance. Chief executives in the UK are adopting GenAI at a much faster rate than their peers, with 42% saying they have implemented the technology in the last year compared with 32% of CEOs globally, according to PwC’s 27th annual CEO Survey published at the World Economic Forum in Davos102.

Not only has the rapid adoption of technology created a dependency on Cybersecurity to safeguard business’ systems, but it has also enhanced the optimisation of cloud-based computing systems. Large language models (LLMs) have been, in particular, a catalyst for drastic changes to the world of work. Through the automation and augmentation of tasks, LLMs such as ChatGPT have the power to save up to 40% of working hours103. Their ability to generate efficiencies and drive innovation has also encouraged employees to upskill, with 50% of employees worldwide predicting that LLM skills will be essential to their role103. In recognition of this desire to upskill, along with global pressures to close the skills gap, the world’s leading technology companies are invested in the AI upskilling revolution.

The Microsoft AI Skills Initiative offers free coursework that has been designed with LinkedIn to equip learners with the skills to harness the power of AI104. Learners develop an understanding of AI, while uncovering ethical considerations and exploring how AI tools can be leveraged to complete day-to-day tasks. Amazon is also broadening access to AI skills through its AI Ready programme. In addition to offering eight free AI and GenAI courses to 2 million people globally by 2025, Amazon has donated scholarships to over 50,000 high school and university students in partnership with Code.org.105 AWS and Siemens have also teamed up to make generative AI more accessible to professionals across industries in software development. Provision of online courses could help employees across engineering, manufacturing, logistics, insurance and banking in upskilling on how to use AI in their roles. Given that earning potential for workers with AI skills is up to 47% higher than workers without AI skills105, governments are optimistic about the potential AI upskilling has to improve social mobility in low-income countries.

While online courses are a necessary provision to drive upskilling on a global scale, provisions that incorporate work-based learning could lead to more attractive employability prospects for talent. A career conversion programme, Makers, is equipping talent with the in-demand skills to transition into a technology career. Makers are connecting talent with industryrelevant experience through Apprenticeships and practical learning applications, to establish a strong talent pipeline.106

Despite efforts to leverage innovative tools to prepare for the digital transition, 61% of employers still express that they are held back by inadequate capability and a lack of employee buy-in107. Driving an uplift in digital skills depends on continuous learning, analytical thinking and creative thinking,108 as well as a technology-enabled workforce culture.

Case Study: SkillsBuild109

Through investment in learning and training (81%), automating processes (80%), and redeployment of workers (46%), companies will be equipped with the capabilities to meet future demands of the digital economy in the next 3-5 years.74

Free education programme bridging the digital and net zero skills gap

Location Online; Worldwide

Key impact achieved

The technology revolution is well underway, but the demand for skills is beginning to outpace supply. IBM recognised that while employers across the world were in search of digital skills, there was a lack of accessibility to skill provisions, creating a digital divide throughout the world. Without a radical intervention, talent from many corners of the world were at risk of being left behind.

IBM SkillsBuild is a free education programme dedicated to bridging the digital skills gap by equipping high school students, college students and adult learners with digital skills that are in demand across several industries. The pro gramme is delivered via a digital learning platform, enabling widespread access to over 1,000 courses.

As part of the programme, students and learners are equipped with in-demand skills and connected to STEM-related career pathways. Through mentorship and career conversations with industry professionals, their formal training is complemented by real-world insight into various careers so that learners complete the programme with an indication of whether they would like to enter a STEM-related field with their newly acquired skills.

Outcomes:

• Over 7 million learners have enrolled in free IBM courses.

• Learners from around the world have benefited from upskilling thanks to 45 partnerships with national employment agencies, veterans’ affairs agencies, and organisations supporting neurodiversity, refugees, youth and women.

• Delivered social impact at scale - broadening training access to people who would otherwise have been excluded from the digital transition.

Relevance for CCR: Utilising platforms such as IBM SkillsBuild will help to scale upskilling efforts for Digital skills more rapidly in the short run. CCR could consider partnering with IBM SkillsBuild for offering free, accessible provision for AI, Data Science, Cloud and Cybersecurity skills. Free, online and flexible courses will help to expand the reach of these courses, and reduce barriers to access skills provision of Digital skills. As employers place greater emphasis on digital literacy within the workforce, ensuring accessibility to skills provisions becomes paramount to support all individuals from diverse backgrounds and at different stages of their careers, especially as the wave of digital transformation sweeps across CCR areas.

Possible implications for CCR

As organisations in CCR race to adapt to the digital transition, Artificial Intelligence (AI), Cybersecurity and data analysis skills are a priority focus.

The capabilities of AI transcend across all industries, and when humans and AI systems work in partnership, innovation and productivity are enhanced. AI is predicted to have an impact of £7.9bn (9.8% GDP) in Wales by 2030110, and delivering sustainable transformation depends on investment in upskilling provisions for the CCR workforce.

While it is positive to see CCR initiatives such as the Hartree Centre Cardiff Hub equipping SMEs in CCR with capability in AI and data analytics,111 as well as a £50 million investment in Amplyfi (a Cardiff generative AI business)112, there is greater need for investment in regional technological advancement to ensure CCR remains competitive on the global stage.

Other opportunities to seize technology value creation:

Embedded AI literacy into digital literacy framework to increase awareness and workplace adoption: Within the CCR business landscape, AI is recognised as an emerging technology poised to reshape business operating models and frameworks. Despite this awareness, there is a general hesitancy among employers in CCR to invest in and create new AI roles. This approach, when compared to employers across the rest of the UK (with 42% saying they have implemented the technology in the last year), implies a potential gap in fully understanding the transformative possibility offered by AI in improving productivity and work performance.

To bridge this gap, CCR could consider embedding AI literacy into the CCR ‘Future Ready’ Skills Framework to enhance AI awareness among CCR employers and workforce, laying a strong foundation to support AI adoption in the workplace. CCR employers could leverage AI upskilling offerings provided by credible providers such as Microsoft, Amazon, and AWS to equip talent with in-demand AI skills and ethical considerations. This could help diversify learning providers and increase interoperability of the skills ecosystem.

Megatrend three: Demographic shifts - ageing population and workforce

Labour markets are beginning to tighten, with demographic shifts impacting the supply of talent and skills. By 2050, two billion people are expected to be aged 60 and over, and a significant decline of working-age populations in high income countries is anticipated.128 Despite this projected decline, over the next two decades, there will be 50% more workingage people in low-income countries.113 Radical policy change might be required to increase talent mobility and enable talent transition from low-income to high-income economies.

How is the world dealing with this megatrend?

Attracting talent is deemed the leading barrier prohibiting business transformation113, and the reduction of working age people in high-income countries will only exacerbate labour shortages. Not only do employers need to strategically retain and upskill the ageing population that plan to continue working, but there is also a need to plan for the replacement of skills when the mature-aged workforce retires.

Considering this major shift in workforce demographics worldwide, both young and mature-aged talent pools need to be considered in future interventions. The majority of IT leaders in the UK (72%) say that they are specifically targeting Gen-Z to fill the digital skill gap114, which indicates a bias against mature-aged talent in the technology workforce. Offering a breadth of experience and transferable and specialist skills, the older workforce’s ability to support digital and net zero transitions is not to be underestimated.

In a concerted effort to close the mature-aged skills gap, Google donated a $10 million grant to the American Association of Retired People (AARP), upskilling workers above the age of 50.115 Additionally, Microsoft and Verizon funded Generation, a not-for-profit organisation committed to upskilling mature-aged workers with in-demand skills to enter new career pathways.116

As an example, in acknowledgement that the UK labour market is at risk of a shortfall of four million highly skilled workers by 2024, the UK Government has allocated £3 billion to retraining and upskilling the adult workforce through the National Skills Fund within England.117

As employers progress through a digital and net zero transition, a CCR regional programme targeting mid-careerists will be critical to ensuring that the ageing workforce is not left behind.

Case Study: promoting a national culture of lifelong learning for all - mid careerists

Singapore National SkillsFuture Movement118

Location Republic of Singapore

In recognition of the need to upskill and meet the demands of the future of work, the Singaporean Government is shifting away from an education system that is heavily reliant on the first two decades of education in each citizen’s life, and instead is now investing in lifelong learning for all.

SkillsFuture Singapore (SSG) is a statutory board under the Ministry of Education (MOE) that drives and coordinates the implementation of the national SkillsFuture movement, promoting a culture of lifelong learning through the pursuit of skills mastery, and strengthening the ecosystem of quality education and training.

SkillsFuture Singapore (SSG) aims to encourage individuals to take ownership of their skills development and lifelong learning. To achieve this goal, all Singapore citizens aged 25 and above have been granted an opening SkillsFuture credit of S$500 since 2015. And to further support the learning and development of mid-careerists, a one-off additional SkillsFuture Credit of $500 was provided to every Singapore citizen aged 40 to 60 (inclusive) as at 31 December 2020.

In 2021, Singapore’s Government invested nearly S$1.2 billion on workforce skills training, around 40% more than $0.8 billion in 2019. This expenditure is intended to expand access to education and training and ensure that Singapore’s citizens acquire the necessary skills to keep pace with rapidly evolving jobs.

Example initiatives:

Career transition programme (SCTP): the programme supports mid-career individuals in acquiring industry-relevant skills to improve employability and pivot to new sectors or job roles. It is a train-and-place programme that is available on a part-time or full-time format, ranging from three to 12 months.

SkillsFuture for Digital Workplace 2.0 programme: launched in 2017, this initiative aims to boost digital literacy across Singapore by offering a range of courses specialising in automation, Cybersecurity risk, data analytics and in-demand digital tools.

Outcomes:

• In 2019, almost 7,000 job placements were achieved through the Professional Conversion Programmes (PCPs) and Work-Study programmes, and another 2,400 placements were achieved through Train-and-Place programmes, where trainees received assistance from training providers upon completion of the course.

• In 2019, 87% of the surveyed graduates were employed in full-time jobs within six months after completing the Work-Study Programme.

• More than 80% of the trainees surveyed six months after completion of the SSG-funded courses indicated that they performed better at work after undergoing SkillsFuture training.

Relevance for CCR: Given the fact that the majority of workforce of 2030 is already in the labour market and considerable proportion of them are aged between 40 to 65, CCR should consider mid-careerists as a critical target segment to optimise existing skill sets and experience available and enhance employability of those who want to maintain a competitive advantage in the workforce through reskilling, upskilling or career transition programme.

Possible implications for CCR

Prior to the COVID-19 outbreak, Wales had the third lowest employment rate of those aged 50-64 years in the UK (70.2%).119 In the race to upskill talent to address skill gaps, the skills and experience mature-aged talent have must be utilised.

Given that one third of the Welsh workforce is over the age of 50, upskilling and reskilling this workforce segment is critical to ensure that talent with transferable skills are leveraged and will stay relevant and valuable. This means upskilling and reskilling provisions to be appropriately tailored to both young and mature-aged talent, as the needs and motivations of older workers may vary greatly.

PRIME Cymru has made headway in offering older workers equal access to employment and upskilling. Through the bespoke training and volunteering opportunities offered, older workers have been equipped with the support to upskill and secure employment in the Wales workforce.120 Similar upskilling interventions are critical in order to include mature-aged talent in job growth and development across all CCR clusters.

Other opportunities to enable the net zero transition:

Flexible provisions to support skilling needs of an ageing workforce: across several CCR clusters, employers expressed that it is more difficult to encourage older workers to upskill,4 and this could be due to a need for more flexible provisions for mature-aged talent. Given that many older workers are balancing work and upskilling with other care-taking commitments, they commonly require short, blended and part-time courses to cater to the time restraints.121 Therefore, existing FE, HE, government funded courses, programmes and bootcamps will need to be revisited to ensure its inclusiveness to learners across all ages, further short and part-time courses will also be needed to encourage participation of skilling.

It’s time for employers to get strategic about their workforce planning: Across CCR, many employers have delayed implementing strategic workforce planning to effectively predict future workforce needs and address changes to the mature-aged talent pool. In addition to tailored upskilling provisions, employers must ensure that they keep track of how skills and knowledge are distributed throughout their organisation. Knowledge sharing between more experienced and less experienced staff within an organisation is essential in order to prevent a knowledge gap as mature-aged talent retire. Given that much of the talent who are at risk of leaving organisations over the next decade will be leaders, succession planning is essential to ensuring organisations are prepared to replace leaders as they undergo a career transition or retire.

2.3 Cross-Cutting Themes – A Demand Driven Approach

This skills discovery analysis takes a demand-driven approach to skills development which refers to a strategy where the acquisition and enhancement of skills are guided by the specific needs and requirements of the job market or clusters and industries. This approach prioritises the current and future demands of employers, instead of relying solely on traditional education structures or generic frameworks, and places a focus on lifelong learning and continuous upskilling.

A demand-driven approach is vital for keeping talent within the CCR workforce up-to-date with skills that are in demand across the labour market, through skilling, upskilling, reskilling and cross-skilling. This approach facilitates a more seamless and effective transition from education or training/learning programmes to employment, and into continuous learning. It will help enhance the employability of individuals, reduce skills gaps, meet job requirements and promote economic growth by supplying the workforce with in-demand skills to adapt to evolving industries and markets.

After engaging leaders from the demand side and a review of more than 100 pieces of literature and research conducted across priority clusters and industries, 5 cross-cutting themes emerged, and are described in more detail below.

Theme 1: Skills gaps and transferable skills development

There are gaps between available skills in the labour market, and the needs of the clusters and industries of CCR.

This encompasses both specialised and transferable skills. About 85% of businesses surveyed in the Creative Wales Industry Survey7 said that they were experiencing difficulty with recruiting, primarily due to skill gaps in the workforce (42%), with severe specialised skill shortages across music, digital content and screen8, 9, 10. A notable skills gap has also been identified across in-demand specialist skills within the FinTech cluster, including blockchain, Cybersecurity, programming, machine learning and AI, due to enhanced use of digital and enabling technology.

In addition to the significant specialist skills shortages, 45%1 of employers across CCR priority clusters identified that transferable skills (see section 3.4) were the primary gap. For example, standards of written and spoken communication of applicants are generally considered low among Cybersecurity recruiters and employers11. The lack of a common foundational level of transferable skills, such as interpersonal communication and collaboration becomes a critical factor influencing the gap between what Creative employers need and the skills that job seekers possess. Candidates may possess strong specialist skills, however without effective communication, they might struggle to convey their expertise to others, which impedes collaboration and creates misunderstanding1.

Cross-cutting themes

1 Skills gaps and transferable skills development

2 Workforce upskilling and reskilling

3 Contextualisation and more flexible frameworks

4 Diverse talent attraction and retention

5 Coordinated collaboration for skills development solutions across clusters

Figure 1: Top 5 cross-cutting themes1

Employers are looking for more well-rounded individuals with a wide range of transferable skills such as problem solving, adaptability, communication, leadership and management so that talent can tackle complex problems, collaborate with a team and manage changes. In response to the difficulty of sourcing qualified candidates, employers are more open to hiring candidates with transferable skills who they can then train in specific skills for the industry1 . This recruitment preference amongst employers indicates a general belief that specific skills needed for a role can be acquired through on-the-job training.

Theme 2: Workforce upskilling and reskilling

Upskilling and reskilling the existing workforce is a key priority identified by employers to meet future business demands. Recognising and investing in the development of current employees can be used as a strategic approach, harnessing the right skills needed for the evolving demands of CCR clusters, given the fact that 80% of the UK workforce of 2030 is already in the labour market.12 In addition, one third of the Welsh workforce is over 50 years of age13, upskilling and reskilling this segment of the workforce becomes critical to ensure that experienced employees remain relevant in the rapidly evolving job market to prevent skill obsolescence.

Upskilling and reskilling the ageing workforce can be challenging, and it requires strategic approaches to address established work habits and potential resistance to change among older employees. Advanced Manufacturing employers highlighted that encouraging an uptake of conventional upskilling amongst mature staff can be difficult, as many may harbour negative experiences from past formal education or be “fearful of feeling like they are starting from scratch1”.

Shifting the perception of upskilling depends on clear top-down messaging, the right policy, dedicated time and resources to offer support, and a strong culture that encourages lifelong learning at organisational, cluster and regional levels. To generate long-term outcomes, further considerations and provisions are required. In order to upskill multi-generational workforces without disrupting work or personal commitments, flexible and diverse learning formats (e.g. part time or online courses) are required. In addition, mentorship programmes and learning communities where employees can guide and support each other to upskill in the flow of work could be a cost-effective option, especially for small-sized businesses with restricted budgets and resources. Enhancing the accessibility of publicly funded upskilling interventions could be also effective to mitigate the upskilling cost burden on employers.

Theme 3: Contextualisation and more flexible frameworks

Now more than ever before, organisations are searching for talent who are equipped with skills gained through practical experience. Employers emphasised that current education and training provisions often don’t adequately prepare talent with the skills required in their day-to-day role. A noticeable employability gap for candidates, especially graduates, is evident across all CCR priority clusters and industries, primarily stemming from a lack of practical work experience and cluster knowledge. 55%1 of employers surveyed said they are going to target talent with cluster-specific knowledge and work experience to meet future demands. While employers placed higher value on on-the-job learning and hands-on experience, they also recognised the diverse quality and outcomes of work-based learning as it requires well-defined programmes supported by skilled staff. Employers such as Philtronics have formed strategic partnerships with the University of South Wales to provide students with the opportunity to gain work experience, earn a wage and study for a degree through Network7514

As the dynamics of work, workplace and workforce continue to shift, there should be more flexible ways for education and training providers to provide ‘on-the-job’ experience that aligns with contemporary needs to the CCR clusters and industries. This demand places a spotlight on the critical role employers play, not merely as recipients but as active shapers in the design andimplementation of learning and training provisions. To ensure relevance and flexibility that mirrors the ever-changing market landscape and the evolving business needs, employers are expected to be more actively involved in co-designing skills solutions, fostering a collaborative and symbiotic relationship between supply and demand.

Theme 4: Diverse talent attraction and retention

Employers across clusters face several challenges with attracting and retaining gender diverse talent, with 51% of men surveyed by Media Cymru as holding more senior roles in comparison to 37% of women15 Top reasons for women leaving the industry include long working hours, a lack of a healthy work-life balance and issues related to stress or mental health. Increasing the representation of women in the workforce depends on better work-life balance, essential workplace adjustment and improved coaching and mentoring support129. Leading organisations within the Compound Semiconductor cluster have begun evolving their existing recruitment practices such as adjusting job descriptions, setting transparent pay structures, and creating a more tailored benefits package to attract gender diverse candidates1. In addition, FinTech employers have agreed that they need to consider how they can create more hybrid modes of work to build a more inclusive workforce. Efforts to encourage gender diversity require looking at how people work and removing barriers that affect attracting and retaining them.

In the Welsh Creative industry, the lack of support offered to ethnically diverse workers is a key risk to talent retention, with 53% of Black, Asian or mixed ethnicity survey respondents highlighting insufficient support and poor representation at work.16 This issue of ethnic diversity becomes more pronounced in senior roles in the screen sector 9. The industry felt they have a collective responsibility to make creative workplaces and culture an attractive and supportive environment to be in for all diverse talent, hence addressing the challenges of declining retention rates.

General attitudes, motivation and expectations towards work are changing across the entire workforce. The younger generation in particular seeks more training and development, particularly in newer specialist and digital skills.17 FinTech employers felt retention of younger employees was challenging due to changing expectations of work and employers’ desire to have employees on-site more often. With 1 in 6 people expected to be aged 65 or over by 205018, and the prospect of longer working lives amongst existing professionals across CCR clusters and industries, more needs to be done to either retain experienced employees skills through knowledge transfer or retain these individuals should they be encouraged to work.

Neurodiverse talent is in high demand across several clusters, particularly across Cybersecurity, MedTech, and Compound Semiconductors. Employers are cognisant of the unique attributes some neurodiverse individuals offer, and want to leverage these to drive further innovation and optimal business outcomes. The challenge for employers is attracting and retaining neurodiverse talent for longer than 18 months.1 In order to better retain neurodiverse talent within organisations, employers must make appropriate workplace adjustments and foster an inclusive work environment that accommodates neurodiversity to foster a sense of belonging. Good practice examples include the development of workplace passports for neurodivergent individuals. The passport can help record any formal and informal working arrangements so that, where practical and subject to business need, these can be sustained between new roles/projects. It also has the aim to share any formal and informal working arrangements with colleagues, to support informed conversations about ways of working and help everyone collaborate effectively. Moreover, Cybersecurity employers underscored the need to retain neurodiverse individuals by providing relevant workplace training for neurodiverse individuals as well as providing training to help enhance awareness and knowledge of working with neurodiverse individuals at the workplace.

Figure 2: Specific diverse talent groups clusters would target to meet future demands1

Cluster Diverse talent representation

Compound semiconductors

Creative Industries

Cybersecurity

FinTech

MedTech

Gender diversity; Neurodiversity; Generational diversity

Gender diversity; Neurodiversity; Ethnicity

Gender diversity; Neurodiversity; Generational diversity

Gender diversity; Ethnicity; Socio-economic status

Gender diversity; Generational diversity; Neurodiversity; Socio-economic status

Overall, employers engaged across priority clusters have demonstrated strong willingness and openness to attract and retain diverse talent. To fuel future business growth, cluster stakeholders have pinpointed a diverse workforce as a priority, aiming to enhance employment, diversify skills and talent pipeline and promote innovation. Notably, gender diversity emerges as a prevalent theme across all clusters, which highlights a compelling necessity for CCR employers to strengthen support mechanisms for women, removing barriers to learning opportunities and career development.

Theme 5: Coordinated collaboration and sustainable effort for skill development across clusters

Delivering change at the pace and scale needed will require more coordinated collaboration for skills development solutions across clusters. Employers highlighted that achieving sustainable growth depends on collaboration between organisations within clusters and cross-cluster partnerships to address common skills challenges.4,12 While some employers have taken a proactive approach to partnering with Higher Education, Further Education and Training Providers to deliver skills interventions, silos still remain across each of the clusters.

Given that internal upskilling resources are quite limited, especially in SMEs, leveraging cross-cluster partnerships will maximise investment and enable further development of common Digital, Net Zero and Advanced Manufacturing capabilities such as data analysis and Cybersecurity. This represents a chance to implement successful programmes that can be scaled for broader impact.

In addition to upskilling the existing and future workforce, employers felt that encouraging people to upskill in key areas could involve engaging school teachers, guardians, and careers counsellors to set early age career aspirations and drive awareness of what learning and career pathways within the cluster have to offer (and tackle misconceptions about particular sectors that can form early in life). There is a consensus that a coherent and collective voice and effort is needed in order to deliver on the skills ambition.

Those identified cross-cutting themes encapsulate not only challenges but also significant opportunities. Strategic and timely actions have the potential to transform these challenges into catalysts for substantial growth within and across priority CCR clusters and industries, fostering innovation and positioning these clusters at the forefront of evolving landscape and markets. Localised strategies leveraging funding and policies can reduce the impact of the skills challenges that we can prepare for, and both public and private sector can play a key role to extend these benefits to all.

2.4 Summary of Cluster Challenges and Recommendations

In this section, we consider specific skills challenges and requirements essential to each priority cluster development and growth. Through a demand and provision gap analysis, we highlight the nuances of the clusters’ skills landscape, pinpointing areas of critical need and potential shortcomings. This lays the foundation for informed interventions that align with the demands of the cluster.

The 5 priority clusters include: Compound Semiconductors, Creative, Cybersecurity, FinTech and MedTech.

A consistent structure has been established for each cluster, which include 3 key elements:

• Cluster definition;

• Cluster skills challenges and demands that have been identified based on multiple data sources including direct cluster stakeholder engagement, Lightcast skills intelligence and existing research and thought leadership in relevant domains.

• Recommendations and cluster considerations for addressing skill gaps. Critical skills challenges and recommendations are determined based on the following criteria:

– Stakeholder input: highlight skills that have been identified as crucial through input from cluster stakeholders via workshop and interviews. This ensures that the highlighted skills reflect a consensus among key stakeholders in the cluster.

– Short-medium term impact: focus on skills with significant demand-supply gaps that could have an immediate impact on cluster operations. Prioritising these skills and requirements can lead to quicker improvements in workforce capabilities and address more urgent skills shortages.

– Cluster transformation: Consider skills that are indicative of the cluster’s growth and transformation. Highlighting these skills demonstrates an awareness of emerging trends and technologies advances and positions the cluster for future competitiveness.

– Scalability and transferability: prioritise skills that are scalable and transferable across priority clusters. This approach will help maximise the impact of skill interventions and address common skills challenges.

2.4.1 Compound Semiconductors

The Compound Semiconductor cluster plays a key role in the economic growth of CCR, boasting a strong network of multinational corporations, innovative startups and research institutions20. The clusters’ employers support the production of smartphones, sensors and fibre optic communications, given that compound semiconductors are responsible for the majority of technology development in these products20

The Compound Semiconductor cluster confronts an evolving landscape marked by significant challenges, including increasing energy and manufacturing costs, an acceleration in consumer demand, and changes in trade and structure of the global semiconductor industry. As the cluster navigates these complexities, the importance of developing and retaining the right skills cannot be overstated20. Addressing tangible gaps in specialist Compound Semiconductor skills such as photonics and cleanroom protocols become imperative; with employers finding that recruits into the sector tend to obtain more generic manufacturing and engineering qualifications which do not offer skill development in line with cluster demand.1, 24

There are also requirements for attracting people with critical digital skills from other disciplines given the criticalness of digital skills in performing tasks such as computer-aided design, simulation, data analysis, and programming of automated manufacturing systems. To enable a smooth career transition, conversion courses are needed to enable people to transfer digital skills and apply them in the context of Compound Semiconductor.

Cluster Challenge 1: Specialist Compound Semiconductor skills - a gap in supply at Level 4 and 5

The cluster faces significant challenges as a result of the insufficient supply of specialist Compound Semiconductor skills particularly at HNC and HND levels (Levels 4-5)3. Provisions for these specialist skills, particularly in Plasma-Enhanced Chemical Vapour Deposition, Photonics and Cleanroom Protocols, are of critical importance, due to them being highly specialised disciplines and are crucial for the precise design, fabrication and testing of Compound Semiconductor devices.

Recommendation 1: Tailored provisions concerning Compound Semiconductors at Level 4 and 5

• Enhance collaboration with FE providers to strengthen Level 3, 4, and 53 Apprenticeships to cultivate sector specific skills and ensure its relevance to the evolving skills demand of the cluster. Strategic planning sessions might be needed to discuss alternative pathways and new interventions given the cuts (24%) to Apprenticeships25 in the Welsh Government’s draft 2024-25 budget.

• Developing short, self-paced blended modules tailored to in-demand compound semiconductor skills such as Cleanroom Protocols and Photonics Engineering could help address cluster skills gaps in a more targeted and effective way. Good practice includes the online Cleanroom Protocols CPD course delivered by Cardiff University as part of CSconnected Strength in Places Fund (SIPF)26.

Cluster Challenge 2: Digital skills attraction from other disciplines

Digital skills are high in demand to the cluster as they enable professionals to effectively navigate and utilise advanced technologies and tools integral to compound semiconductor manufacturing and design processes. Skills, in particular Data Science and Programming Languages (Verilog, LabView, Python and C/C++)2 are actively sought to meet the requirements for jobs such as software developers /engineers by the cluster. While there is provision for certain digital skills at Levels 6, 7 and 83 through courses such as Computer Science and Data Science, these courses are not always tailored to specific cluster context, which can diminish their effectiveness in facilitating transitions for talent across different disciplines.1

Recommendation 2: Conversion courses to attract talent from other disciplines to meet capacity and skills requirements

• To address the provision gap from generic digital courses, cluster employers could support the creation of “contextual courses” to enable hiring of talent from across different disciplines such as computer science and software engineering.

• Consider leveraging existing partnerships with reputable education and training providers to design short ‘bootcamp’ style provisions for those with existing Levels 4-63 provisions in adjacent subjects. These contextual courses will assist in the promotion of opportunities in compound semiconductors to a wider pool of talent.

Cluster Challenge 3: Middle management upskilling

It was reported that middle managers are often pulled in many directions and not equipped with the skills to succeed. Recognising the pivotal role of middle managers and existing skill gaps within this population, employers from Compound Semiconductor have embarked on initiatives to upskill middle managers, with a specific emphasis on transferable management and leadership skills. However, employers reported an inconsistency in the quality of transferable skills training programmes that were often designed in singular occurrences and lacked opportunities for practical application, making it challenging to achieve sustained and impactful behavioural change.

Recommendation 3: Crafting a list of credible transferable skills development courses to inform choices

Employers are calling for more practical leadership upskilling approaches that not only impart knowledge, but also facilitate the real-world application of acquired skills among middle management.

A collaborative effort among employers, CCR and training providers can be instrumental in crafting a list of credible transferable skills development courses and inform employer choices, which can be similar to Personal Learning Accounts (PLA) approved courses27

2.4.2 Creative Industries

CCR is one of the UK’s largest creative hubs outside of London. With more than 1,300 media firms and adding approximately £360 million to the CCR economy, the Creative Industries has been a significant economic driver, showing signs of going from strength to strength. As a region considered to be one of the world’s top destinations for Film and TV, the creative industry is a hotspot where both talent and business thrive, from broadcast media and digital content, to music and gaming24.

The Creative Industries cluster is looking to address skills shortages and broaden access to opportunities across the sector in order to maintain its economic position10. The rise of digitisation has led to a rapid evolution of editing, film and TV, gaming and animation disciplines in the Creative Industries cluster, which require a concerted upskilling effort. In addition, for Wales to reach net zero by 205028, Creative employers will need to acquire specific net zero skills such as Sustainable Building and Construction, Sustainable Events and Production, and Sustainable Design to navigate complexities of the green transition. The cluster recognises that it is imperative to create roles and provide upskilling focused on enhancing sustainable practice, solutions and behaviours within the cluster. It is also worth noting that Welsh language is recognised as an unique transferable skill in the Creative industries.

Cluster Challenge 1: Digital skill gaps

A transition to digital modes of working has led to greater demand for digital skills across editing, film and TV, virtual production, visual effects (VFX), gaming and animation and software engineering roles. Addressing these skill needs is a necessity for employers, with 67% of CCR Creative Industry employers saying that skills shortages are their main challenge for recruiting new talent 24. There are in-demand skills with gaps in provision across qualification levels such as editing skills, which has a significant gap at Level 5 and film and TV, which has gaps at Level 4 and 53. In addition, digital skills such as User-Centred Design, Animation, and Graphics are mainly provided at Level 6 and above within CCR. While employers indicate that they don’t need all the skills in these disciplines at such a high level, and there is a case for more provision at lower levels such as Levels 4 to 53

Recommendation 1: Developing short, accessible cluster specific digital courses or Apprenticeship

• Increase provisions at Levels 4 and 5 for critical skills related to Editing, Film and TV.

• Creative Flexible Skills Programme could be reassessed and updated where appropriate to include specific in-demand digital skills development such as User-Centred Design and Graphics.

• For the many smaller employers in the cluster, the significant time commitment and resource involved in upskilling is a barrier. This may require part-time modular provision of courses in key digital skills so that the existing workforce can learn while working.

Cluster Challenge 2: Cluster specific net zero skill deficit in sustainable production for films

In recognition of the environmental impact of practices across the Creative Industries, the cluster seeks to develop cluster specific net zero skills such as Waste Management 2, Sustainable Building and Construction, Sustainable Events and Production, and Sustainable Design to support businesses through the green transition30. However, there appears to be a notable absence of provisions by HE and FE for Creative related Net Zero skills at any level.

Recommendation 2: Designing Net Zero courses for Creative

The cluster needs to work in collaboration with training and learning providers to co-design practical online and part-time modules at Level 3 to 5 for learners across different career stages to gain practical skills in relation to Sustainable Events and Production, Sustainable Design and Sustainable Building and Construction.

Existing production and film related Apprenticeship programmes such as the CRIW Production Apprenticeship Programme in South Wales 31 may need to be revisited to ensure skills such as Sustainable Production are integrated to meet the regulatory requirements and drive sustainable production in films.

Cluster Challenge 3: Supporting diverse talent in the Creative Industries cluster

The cluster recognised a significant lack of representation of women and diverse ethnic groups within the screen sector, particularly across more digital creative fields. Retaining diverse talent particular women also appears to be a challenge. Top reasons for women leaving the industry include long working hours, work-life imbalance and a lack of learning and career development opportunities1,33 34. This indicates barriers for women to contribute within the Creative Industries that need to be addressed with suitable work arrangements and career support.

Recommendation 3: Inspiring women and girls to consider Creative as a career choice through enhanced communication and sufficient career support

Career prospects and accreditation and training pathway opportunities that exist within the Creative cluster need to be promoted more effectively to ensure that more women and girls are aware of the opportunities that exist within the cluster. For example, GCSE Media, A Level Media or BTEC Media35 are all possible routes into a career in TV and this needs to be consistently communicated by employers, schools, career advisors and local communities.

Projects like Culture Connect Wales36 need to be expanded in collaboration with employers from other sectors such as gaming to make the cluster as a whole an attractive place for diverse talent.

2.4.3 Cybersecurity

The Cybersecurity cluster comprises corporations, small-medium enterprises and startup organisations that focus on helping individuals and organisations reduce the risk of cyber attacks through the security of information and protection of devices. In an era when digitalisation is omnipresent, the need for robust Cybersecurity measures becomes paramount. Cybersecurity skills have been identified as a ubiquitous gap across clusters to help mitigate threats like data breaches, ransomware attacks, and unauthorised access that could compromise critical systems. This shortage needs to be filled in order to support not only Cybersecurity employers, but also employers across all clusters looking to fill Cybersecurity roles.

Cluster Challenge 1: Specialist Cybersecurity skills

The biggest challenge that the Cybersecurity cluster faces is finding suitably qualified candidates, or experienced candidates with core Cybersecurity specialist skills11. For the Cybersecurity cluster, the most in-demand specialist skills include Malware and Attack Technologies, Network Security, Web and Mobile Security and Penetration Testing.11,41 Additionally, there is significant demand for accessing provision for Cybersecurity certifications where due to the evolving nature of Cybersecurity threats and the rapidly advancing technology landscape, these certifications are recognised as more up to date.

Despite the evident shortage of talent possessing the requisite specialist skills for core Cybersecurity roles, there is a notable limitation in the hiring pool. While employers expressed a preference for Level 6 and above qualifications11, the actual role requirements may only necessitate Level 4 or 5 qualifications. This discrepancy could exacerbate the existing skills gap and disregard candidates with lower qualifications but possess robust and genuine interest in the field.

Recommendation 1: Exploring an ‘Engage-PlaceTrain’ model to build a robust talent pipeline from early age through to employment

• Consider supplying Cybersecurity provision at Level 4 and 5 by leveraging existing provisions and skills insights, given the minimum required qualification levels needed by employers for core cyber roles. This can provide a potential pathway to Level 6 and help to meet capacity requirements.

• To address skills and talent shortages, employers across the Cybersecurity cluster can consider exploring a cluster-wide ‘Engage-Place-Train’ model – identifying and engaging early-career individuals seeking a digital related career pathway ( e.g. a Level 3 Diploma in Digital). The cluster can then strategically place them in roles, offering specialised upskilling or Cybersecurity certifications to enhance Cybersecurity capability. Interventions such as Cybersecurity in Business Bootcamp at Level 345 can be leveraged to develop core skills required and expand the talent pool.

Cluster Challenge 2: Development of key transferable skills

As noted, employers find it difficult to source specialist Cybersecurity skills, but many candidates that do have these specialist skills often do not have the necessary transferable skills such as Problem Solving, Analytical Thinking, Communication, Entrepreneurship and Commercialisation1, 11. For the most part, transferable skills are not provisioned across HE and FE, other than in- person Leadership and Management courses at Level 2-5 and Level 73. Firms within the Cybersecurity cluster mainly tackle the transferable skills shortage via their own graduate and Apprenticeship programmes, but felt there was a gap to address in upskilling qualified candidates with the necessary transferable skills, either through adapting existing provision, or additional top up provision.1,11.

Recommendation 2: Integrating transferable skills into existing skills provisions

• Transferrable skills development needs to be integrated within existing provisions to bridge the tangible gap. The cluster could work in partnership with Cardiff and Vale College to integrate key transferable skills in the Cybersecurity in Business Bootcamp45 through workshops in employability and practical case studies to help develop and practise transferable skills in the context of Cybersecurity roles.

• To fill the gaps in Entrepreneurship and Commercialisation, programmes such as Build your Venture 46 run by Cyber Innovation Hub can be leveraged and expanded to bring bold cyber ideas with domain expertise and commercial know-how.

Cluster Challenge 3: Wider awareness on what a career in Cybersecurity entails to encourage diversity and inclusion with a focus on gender diversity

To fulfil the urgent demand for specialist skills, the Cybersecurity cluster recognises that it needs to address a deeper challenge around attracting and retaining diverse talent at an early stage. Due to requirements of roles requiring particular STEM backgrounds and a lack of role models to inspire and learn from, this makes it difficult for women to consider and pursue Cybersecurity as a career. Hence the cluster particularly wants to focus on removing barriers to learning and career development for women11

Recommendation 3: Providing greater awareness of Cybersecurity pathways and targeted support to encourage women into the field

• While initiatives like CyberFirst Girls competition49 are important in capturing and fostering girls’ career aspirations, it’s clear that further interventions are needed to effectively address and rectify the prevalent gender imbalance within the Cybersecurity industry. Cyber Innovation Hub has the opportunity to lead the way in a cross-CCR girls-focused Cybersecurity programme that can bring about real structural change for encouraging girls into Cybersecurity and wider STEM careers.

Cross-cluster Cybersecurity Apprenticeship programmes or a cluster-sponsored initiative targeted at women could help to promote awareness, specialist skills, transferable skills and wraparound support to encourage women across STEM to consider a career in Cybersecurity.

2.4.4 FinTech

FinTech implies a concentration of businesses and entities that are involved in developing and providing financial technology solutions. These solutions can encompass a wide range of services, including digital payments, online banking, blockchain applications, robo-advisors, Insurtech and other technology innovations within the financial industry 24

FinTech employers are facing a range of skill gaps and most predominantly in digital and transferable skills. Employers felt existing training provisions relating to digital need to be tailored further to more accurately reflect the FinTech business context. Emphasis was also placed on transferable skills such as Leadership and Coaching as key enablers to build an engaging and high performing workforce. To meet the cluster skills demand, employers highlight the importance of creating diverse and accessible pathways for individuals from varied backgrounds to thrive in FinTech, including women, career converters, and school leavers1

Cluster Challenge 1: Specialist FinTech Skills

There is considerable demand for a range of digital skills across the FinTech cluster with most employers (54.83%)2 looking to fill roles across software engineering, robotic process automation, blockchain, Cybersecurity and data science. However, Blockchain, for instance, is not recognised as a distinct skill delivered at any level of study, despite the demand. While there are automation learning provisions integrated within some software engineering courses (Level 4 and 5)3 and robotics courses (Level 6, 7 and 8)3, these courses are not designed in the context of FinTech. And unless paired with practical experience, these courses may not equip learners with the skill set to navigate the complexity of evolving technologies in FinTech roles.

Recommendation 1: Tailored short courses or bootcamps targeting diverse entrants at different qualification levels from Level 3 to 6

• The cluster should continue the success of existing digital skills interventions such as Coding Academy (Level 3) – a co-designed course by Cardiff and Vale College, FinTech Wales Skills Group and leading Tech organisations, with a focus on contextualising skills relevant to real-life job requirements and hence address the skills shortages in the Tech sector.

• Collaborate with education providers to ensure in demand skills such as Blockchain can be integrated into existing FS/FinTech provisions at Level 63. Alternatively, generic Computing, Data Analytics, and Artificial Intelligence courses can be tailored with FinTech specific modules embedded.

• Expand collaboration with FE providers to build more accessible pathways to diverse talents through Levels 3 to 5 Apprenticeship schemes to fill entry level roles within the cluster.

Cluster Challenge 2: Transferable skills such as Leadership and Coaching are essential for cluster transformation

Employers in the FinTech cluster have highlighted the criticalness and scarcity of transferable skills such as Leadership and Coaching among their more experienced staff1. And leadership skills need to evolve in response to the fast-paced nature of FinTech, with leaders expected to adapt swiftly to emerging trends, steer their teams through uncertainties, and foster a culture of resilience. Some generic crosscluster Leadership courses that are currently offered at Levels 2-5 and Level 73 such as Diploma\ in Principles of Leadership and Management x may require reevaluation to understand if current provisions still fit for purpose, or if any new courses are needed to meet specific cluster needs.

Recommendation 2: Provisions to develop transferable skills and drive behavioural and cultural change

• The FinTech cluster could work in partnership with high quality learning providers to refine existing Leadership3 provisions and ensure cluster specific modules or topics are included. Key modules such as communication, critical problem solving, resilience, agility and effective coaching should be integrated. Cluster specific topics such as Renewable Energy Finance, Blockchain for Renewable, and AI and Machine Learning are also critical to equip FinTech leaders for the transformative wave of change and uncertainty.

• Existing programmes such as ‘Sustainable FinTech Leadership Programme’59, delivered in collaboration between FinTech Wales and the London Institute of Banking and Finance (LIBF) needs to be leveraged and expanded. These targeted, part-time, and flexible programmes could help leaders manage existing work commitment and upskilling needs.

Cluster Challenge 3: Address need to attract women into FinTech careers

The cluster overwhelmingly felt that stronger representation of women was required, with attracting gender diverse talent cited as a key challenge that needed addressing among FinTech employers.

While the cluster recognised the increasing efforts being made to recruit more women into senior positions across FinTech 61, the lack of women choosing careers in STEM still significantly affects employers for entry level roles. In addition to developing in-house gender diverse talent and opening up recruitment practices, employers stated they would like to expand to working with FE colleges to recruit people with different pathways.

Recommendation 3: Developing agile and diverse pathways for women to enter FinTech

• Employers could work in collaboration with FinTech Wales and learning and training providers to co-design a FinTech pathway targeting female career converters. The provision can be provided at Levels 4-63, depending on previous qualifications and experience of participants. This initiative should focus on easing the transition into a FinTech role and providing targeted support and training regarding both FinTech specialist skills and transferable skills to make the career conversion smoother.

2.4.5 MedTech

The Cardiff Capital Region is home to mature medical devices and diagnostic companies, cutting-edge genomic research at Higher Education, NHS and a vibrant cohort of young MedTech companies. To build world leading capabilities, the cluster will require a range of specialist skills to fully integrate with NHS Wales and transform into next generation diagnostics 68. It is worth noting that 30% of jobs in the MedTech cluster require at least a Level 6 qualification, with a high proportion requiring Level 7 (8%) and Level 8 (6%) in comparison to other priority clusters3, recognising the demand of highly skilled people in this cluster.

The cluster demands for individuals who are academically and scientifically knowledgeable but also equipped with relevant industry experience and expertise. For instance, employers felt it was difficult to attract and retain people with a background in clinical skills and a good understanding of updates and changes to regulatory requirements to maintain compliance and uphold patient safety and regulatory standards.

Cluster Challenge 1: The growth of the cluster depends on acquiring a range of new skills concerning emerging technologies

MedTech employers emphasised that the growth of the cluster will be most significantly influenced by the acquisition of new skills relating to emerging technologies to improve diagnostic accuracy, streamline processes, and unlock innovative solutions that have the potential to transform patient care and outcomes1,69. This drives demand for development of a range of new skills such as Artificial Intelligence (AI) and Machine Learning, as well as digital data skills.

Employers underscored the importance of talent having both an understanding of data analysis and bioinformatics or clinical knowledge – in order to make sense of clinical data, from both laboratory research and from patient data, to optimise digital health products1. However, there is a recognised gap in joint provision of health and data/computing courses at all levels3 to supply the digital health demand.

Recommendation 1: Integrating data and AI skills into clinical qualifications at multiple levels

Given 33% of digital roles in MedTech require Level 6 and above qualifications 3, integrating data science and AI into existing clinical and medical provisions through a degree Apprenticeship at Level 6 could help candidates develop necessary digital skills for MedTech careers, and future-proof them with real-world experience. As AI becomes more pervasive in MedTech and healthcare in CCR, there is potential to broaden the integration of Data and AI skills more widely across various qualification levels (Level 2 to 5).

For existing employees, short, hybrid or part-time data science and AI bootcamps (Level 3) can be helpful to equip them with new skills needed to navigate Digital Health opportunities. Fast track adults training programmes such 2.4.4 MedTech

The Cardiff Capital Region is home to mature medical devices and diagnostic companies, cutting-edge genomic research at Higher Education, NHS and a vibrant cohort of young MedTech companies. To build world leading capabilities, the cluster will require a range of specialist skills to fully integrate with NHS Wales and transform into next generation diagnostics 68. It is worth noting that 30% of jobs in the MedTech cluster require at least a Level 6 qualification, with a high proportion requiring Level 7 (8%) and Level 8 (6%) in comparison to other priority clusters3, recognising the demand of highly skilled people in this cluster.

The cluster demands for individuals who are academically and scientifically knowledgeable but also equipped with relevant industry experience and expertise. For instance, employers felt it was difficult to attract and retain people with a background in clinical skills and a good understanding of updates and changes to regulatory requirements to maintain compliance and uphold patient safety and regulatory standards.

Cluster Challenge 2: There is demand for candidates with a combination of medical, clinical and advanced manufacturing skills

The rise of additive manufacturing, new cell and gene therapies, and the development of wearable technology and new medical devices often relies on the integration of advanced manufacturing processes and clinical knowledge, and has resulted in greater demand for Advanced Manufacturing-related skills such as Internet of Things and Embedded C (programming language) from the MedTech cluster1. Compound Semiconductors, for example, play a crucial role in the advancement of medical devices to enable more sophisticated and efficient healthcare products, which requires employees to have Embedded C skills in order to program these semiconductors within medical devices¹. This creates a cross-cluster dependency and synergistic relationship between the MedTech and other clusters and industries within CCR, and will require more coordinated efforts for cross-skilling.

Recommendation 2: Increasing medical engineering skills provisions beyond Level 6 with opportunities to gain real industry insights

• More places may be needed on Medical Engineering (BEng) courses (Level 6) provided by Cardiff University72, and more volume of courses as such may be needed from additional providers at and beyond Level 6 qualifications to meet capacity requirements.

• The cross-cluster dependency between MedTech and Compound Semiconductor represents a unique opportunity for two clusters to form strategic partnership and join up efforts to approach engineering graduates and acquire specific advanced manufacturing skills.

Cluster Challenge 3: Opportunities and challenges stemming from the ageing population

• With 1 in 6 people expected to be aged 65 or over by 2050 69, there is an increasing demand for new medical devices, for which the cluster requires a blend of clinical, engineering and digital skills. In parallel, the ageing population has caused significant disruption in the nature and structure of the workforce which means that existing professionals in the MedTech sector are not always retiring as expected, and more needs to be done to either retain their skills through knowledge transfer or retrain them should they be encouraged to work.

Recommendation 3: Retaining clinical knowledge through knowledge transfer and upskilling the ageing workforce to stay relevant

• Conduct organisation and cluster wide skills assessment and identify critical roles that need replacement as current employees retire. Skills intelligence produced by the CCR Skills Partnership and this skills discovery analysis should be utilised to inform MedTech and other clusters decisions on succession planning.

• Collaboration with FE providers would be beneficial to develop part-time, flexible digital upskilling and reskilling programmes with multiple entry dates and locations at Level 3 that targets the ageing workforce, enabling acquisition of new skills such as data analysis, programming for them to stay relevant as they extend their careers.

2.5 Recommendations for ubiquitous skills provision by level

One of the key objectives of this skills discovery analysis is to pinpoint skills gaps that are consistently in demand across priority clusters and industries.

Ubiquitous skills demands identified include: data analysis, Cybersecurity, AI and machine learning, net zero, communication, and leadership and management. Addressing these ubiquitous skills gaps can support several clusters with key design considerations to inform more coordinated skills solutions, at scale.

Ubiquitous skill recommendation 1: Running expanded Digital Accelerator Bootcamps at Level 3 to 5 to boost digital skills through two pathways - Data and AI and Cybersecurity and AI.

Key design considerations:

• Existing impactful provisions could be leveraged and expanded for the purpose of this Digital Accelerator Bootcamps, such as Cardiff and Vale College’s 10-week upskilling bootcamp (Level 3), offering Cybersecurity in Business and Data Analytics in Business courses to equip adult learners with in-demand skills and create further pathways into the Cybersecurity or data analytics sector (see table below).123

• The expanded Digital Accelerator Bootcamps (Level 3-5) could combine knowledge, principle and framework study with real-world practical experience. This could be delivered through an 8-week blended learning, enriched by interactive workshops, virtual peer learning community, online self-paced study, and webinars with 4 weeks of work-based learning through an industry placement.

• Two course pathways could be considered, one aligned to Data and AI, and one aligned to Cybersecurity and AI. The focus on AI is necessary given the transformative role AI is already having in shaping jobs in data analytics and Cybersecurity.

• The two courses should include modules on Communication within the Data & AI and Cybersecurity and AI bootcamps respectively, and cover how to explain relevant concepts to business and wider stakeholders. This will help in meeting demands for Communication skills from employers recruiting for data and Cybersecurity roles.

• The Digital Accelerator Bootcamps can be aligned to a Train, Place, Employ model, depending on inward investment and commitment from key employers to ensure that practical experience and employment opportunities stem from the bootcamps.

• A short series of webinars could be considered to deliver as pre-onboarding to provide insight into the differences between career pathways in data and Cybersecurity. The webinars could also highlight what a day in the life of a data analyst or cyber engineer would look like to help participants determine their career pathway preference.

• The programme can be targeted at learners from a range of diverse backgrounds, with varying levels of experience, including under-employed, unemployed, graduates, career returners and career convertors. Ongoing career support would be helpful to promote a smooth learning and employment transition through interview preparation, career transition support, and learner community to exchange learnings and experiences.

• From our discovery we would highlight the skills listed below which should be integrated into the bootcamp design. The Cluster Development and Growth Programme (CDGP) could consider collaborating with credible alternative learning providers such as Microsoft to leverage its subject matter expertise in AI.

Data Analysis • Data Science

• Computer Science

• Blockchain

• Artificial Intelligence and Machine Learning

• Programming Languages (SQL, Verilog, LabView, Python, C#, Embedded C and C/C++)

• Automation

• Software development

Figure 18: Data & AI

Figure 19: Cyber & AI

Specialist Skills

Cyber:

• Malware and Attack Technologies

• Penetration Testing

• Forensic Techniques / Analytics

• Incident Response and Disaster Recovery

• Operational Technology Cybersecurity

• Network Security

• Software and Hardware Security

• Web and Mobile Security

• Cloud Security

• Cryptography

• Authentication Protocols & Services

• Identity and Access Management

Intervention dependencies:

• To drive employability outcomes from the Digital Accelerator Bootcamps, further commitment from CCR employers are required to offer sufficient placement and employment opportunities after the bootcamps.

• Establishing new partnerships between industry, academia, alternative learning providers and the Welsh Government could support funding and delivery of the Digital Accelerator Bootcamps.

• A flexible course delivery (e.g. full-time and parttime options) could expand upskilling opportunities to a large pool of talent with varying work or personal commitments.

Ubiquitous skill recommendation 2: Developing ‘Sustainable by Design’ Academies

Key design considerations

‘Sustainable by Design’ cross-cluster leadership programme at Level 6 and 7 facing all priority clusters to drive net zero transition.’

• Starting with the leadership and management teams, a cross-cluster net zero upskilling programme could be co-designed by employers, cluster bodies, net zero SMEs, and learning and training providers to meet Level 6-7 requirements, centred around advanced net zero related capabilities.

AI:

• Artificial Intelligence and Machine Learning

• Programming Languages (SQL, Verilog, LabView, Python, C#, Embedded C and C/C++)

• Automation

• Software development

• An Academy model, designed with the aim of ensuring clear leadership understanding of how to achieve net zero transition, equipping participants with the skills needed to set net zero strategy and support critical decision making on net zero at organisational and cluster levels. Tailored cluster modules need to be included to ensure domain relevant information on net zero is part of the design.

• Including a series of workshops and lunch and learn events or similar in the design, would support idea exchange and sharing of practice among management and leadership teams across clusters.

• From our discovery we would highlight the following skills which should be integrated into the design of the Academy: Resource and Energy Efficiency, Sustainability Strategies, Blockchain for Renewable, Data Analysis and AI and Machine Learning.

A tailored “Sustainable by Design” Academy targeting advanced manufacturing enterprise with regards to sustainable production and manufacturing at Level 4 to 6

• A programme could offer a balance of net zero specialist skills, complemented with practical application of advanced manufacturing knowledge in the MedTech Compound Semiconductor and Advanced Manufacturing industry.

• Through close collaboration with advanced manufacturing enterprises, this provision could be specifically designed to address in-demand skills (Level 4-6) in sustainable production, manufacturing, and energy-saving (green) technology to transform traditional manufacturing and industrial processes.

• Mid-careerists, career returners, career converters should be targeted and equipped with the net zero skills to enhance the sustainability of production and supply chain through this provision.

• Given that employers value practical application of skills, the design could incorporate a series of self-paced online learning, practical workshops, and virtual peer learning communities where knowledge and best practice can be shared and exchanged. The flexibility of the provision will also help experienced workforce balance work, life and upskilling commitment.

• From our discovery we would highlight the following skills which should be integrated into the provision design: Environmental Resource Management, Smart Grid Systems and Technology, Battery and Hydrogen Technologies, Waste Management, Resource and Energy Efficiency and Sustainability Strategies.

Intervention dependencies:

• Employers across clusters should be engaged and involved in the design of the ‘Sustainable by Design’ Academies to ensure that provision meets specific cluster needs.

• To ensure accessibility for a broad and diverse talent pool, the delivery model should be flexible wherever possible (e.g. full-time and part-time options) to accommodate for the work or personal commitments of learners.

Ubiquitous skill recommendation 3: upskilling middle management on leadership skills through purposeful, short and blended learning, reinforced in the flow of work

Key design considerations

• Employers across CCR require support in delivering blended learning that can be integrated into ways of working with minimal disruption to business operations.

• Existing Level 2-5 and Level 7 classroom-based Leadership provisions can be reevaluated to understand where there is room for improvement to meet cluster demands through updating mode of delivery and content to suit cluster-specific demands. Priorities highlighted by employers are upskilling in transferable skills such as coaching, problem solving, adaptability, communication and management.

• Employers and education and training providers could collaborate and offer immersive learning, peer learning groups, integrated communities and supervisor-led coaching to encourage skill reinforcement and generate sustained behavioural change. Employers could also consider collaborating with credentialing platforms to issue digital badges or microcredentials to leaders after completing the programme to make learning recognisable, portable and shareable. This could help drive a stronger learning culture among leaders.

• CCR employers that have delivered similar upskilling interventions (e.g. Creo Medical) could be engaged to collect valuable insights on how to deliver a comprehensive leadership programme, and potentially leverage or upscale if appropriate.

• Through collaboration of employers, CCR and training providers, a list of skills provisions should be developed that are endorsed by all and recognised across the CCR, similar to Personal Learning Accounts approved courses73.

Intervention dependencies:

• Collaboration between industry and FE providers would be needed to inform provisions that are appropriately tailored to specific cluster needs.

• Employers should establish a strong learning culture within their organisations to upskill and retain talent.

• To better understand middle managers’ specific upskilling priorities, employers must conduct an internal examination of managers’ current leadership capability and promote the benefits of leadership upskilling to improve learning agility.

3

Building upon the insights gained from the development of priority cluster skills profiles, this section of the report shifts focus towards a cross-cluster analysis aimed at identifying skills demands and provision gaps across 3 core capability areas - Digital, Net Zero and Advanced Manufacturing in line with Lot 1 and Lot 2 requirements of the CDGP programme.

Further Education Providers

Bridgend College

Cardiff and Vale College

Coleg Gwent

Coleg Y Cymoedd

The College, Merthyr Tydfil

Through rigorous analysis of cross-cluster skills demand and an analysis of existing provisions, we seek to uncover key areas where skills deficiencies are most pronounced. Furthermore, this approach allows us to determine ubiquitous skills gaps that transcend CCR priority clusters, thereby offering the potential for targeted interventions that can benefit multiple clusters simultaneously.

Gap analysis has been developed for Digital, Net Zero and Advanced Manufacturing, which show how courses at a particular level provide the skills required for in-demand jobs with that education level3. The roadmaps are a useful analysis tool for the identification of gaps and opportunities in the supply of skills but could also be utilised as a tool for individuals and careers advisors to guide and inform career planning through the understanding of in-demand jobs, skills requirements and skill development at different levels of study.

To understand existing provisions, identify gaps and opportunities for further provision, we leveraged data gathered through a central education supply request representing the Post 16 curriculum that is available through the following providers who predominantly deliver Education and Training within the CCR area. The provision of education supply at Levels 2-8 across the region has been analysed and evaluated against the demand from employers 3 .

Higher Education Providers

Cardiff University

Cardiff Metropolitan University

University of South Wales

Relevant case studies are also provided, offering insights into how organisations have effectively addressed digital, net zero and advanced manufacturing related skills challenges. By sharing good practice and showcasing effective strategies for building current and building future capabilities, these case studies provide actionable guidance for CCR stakeholders seeking to navigate the complexities of skills development in an ever-evolving landscape.

3.1 Core Capability Area Highlights

Figure 8: Average Salary in Core CCR Capability Areas

£45,000

£40,000

£35,000

£30,000

£25,000

£20,000

£15,000

£10,000

£5,000

£0

The demand for professionals equipped with digital skills transcends all clusters, with data analysis and Cybersecurity in high demand across all CCR priority clusters. Net Zero skills demand is growing in order to help CCR reach its Energy Vision by 2050 and play a profound role in transforming the traditional business model to be more energy efficient and sustainable. Furthermore, advanced manufacturing related specialist skills are hugely important for CCR and Compound Semiconductor and MedTech clusters in particular given its historical importance in the economic growth of the region, as well as the rapid industry transformation that have subsequently led to demand for particular specialised skills.

The analysis of average salaries across the three capability areas reveals an interesting trend wherein average salaries tend to exceed the average salary for other job postings in CCR (Figure 8). This trend suggests that roles associated with core capabilities are likely to be perceived as more attractive, likely due to the higher compensation they offer. However, despite the allure of higher salaries, employers across priority clusters continue to experience hiring difficulties and talent shortages in these areas1, 2. This underscores a crucial insight that compensation may not be the sole determinant of career decisions for talents within CCR. Employers reflected that talents are increasingly prioritising other factors such as flexible working arrangements, opportunities for continuous learning and career development, and alignment of personal and organisational values.

To attract talent into these core capabilities areas, more rounded packages are needed from employers to stay competitive.

Furthermore, the persistent talent shortages experienced by employers in core capability fields highlight the urgent need for more targeted or enhanced interventions aimed at preparing existing and future talents with the relevant skills to meet evolving business demands. In light of this, it becomes imperative for organisations and policy makers to adopt strategic initiatives geared towards skilling, upskilling and reskilling the workforce in critical skills areas such as data analysis and Cybersecurity. Alternative entry routes within the region should also be considered and designed, to ensure that businesses can maintain regional talent and build a sustainable talent pipeline.

3.2 Digital

CCR has identified Digital as a priority capability area 24 in promoting both digital literacy and specialised digital skills for roles in all five clusters. The CCR cluster stakeholders are well aligned with regards to the importance of digital skills to advancing business and cluster performance, with about 60%2 of all jobs roles in all clusters requiring some digital or technology capability. Furthermore, the demand for professionals equipped with data analysis and Cybersecurity skills applies to all clusters.

Top Skills of Digital

Agile Methodology and Scrum

Artificial Intelligence & Machine Learning

Automation

Blockchain Engineering

Cloud Technologies and Engineering

Coding and Web Development

Source:

CCR CDGP Lot1&2 Cluster Demand Discovery Workshops and Interviews (2023) Lightcast

Data Analysis

Employers across all clusters have emphasised that data skills are of critical importance. Of all job postings in all clusters, 35% of roles have a requirement for data skills of some kind and top roles requiring data skills include data engineers, software engineers, data analyst, test automation engineer, and full stack developer. Data skills are in high demand, even in non-data specific roles, which indicates that employers in CCR are increasingly requiring employees to be data literate. Nevertheless, there is an indicative gap identified in provisions for data related skills to meet this evolving business demand. The top data skills are shown in Figure 10.

Outlined in Figure 9 below is a list of cross cluster in-demand digital skills identified based on multiple data sources including direct cluster stakeholder engagement, Lightcast skills intelligence and existing research and thought leadership in relevant domains.

Note:

Cybersecurity

Data Analysis

Programming Languages (e.g. C, C++, Python, SQL)

Software Development

Software Engineering

User Experience (UX) and User Interface (UI) Design

The skills judged to be of greatest importance to clusters and capabilities at the time of analysis, please note that they are not ranked and thus carry equal importance.1Lightcast data indicates in demand skills based on active job postings from October 22 to September 23, with active jobs in October 22 being originally posted as far back as July1.

Figure 9 - Digital Cross-Cluster high in-demand skills1, 2

Top Data Skills

Python (Programming Language)

Data Analysis

Data Engineering

Data Modeling

Data Science

Data Management

Agile Methodology

Business Intelligence

Data Quality

Information Lifecycle Management

Data Governance

Software Engineering

Data Warehousing Machine Learning

Whilst many jobs have a requirement for Data Analysis, they can only acquire this skill from subjects which data is a secondary skill. This is clear at Level 4 and 53 that data skills need to be acquired from courses such as Engineering and Computing which may not provide the specificity required for various roles. Whilst there are Computer and Data Science courses at Level 63, there are few data specific courses above this (Level 7 and 8, with an MSc in Data Science)3 and so in-demand data jobs such as Data Scientists, Data Engineers and Data Analysts must rely on Computer Science courses to meet the demand at this level.

To build a strong data literacy across priority clusters, it is essential to ensure that entry level roles also have access to adequate data skills provisions, particularly at lower levels such as Level 4 to 53 These foundational data skills are indispensable for empowering individuals to interpret data effectively, thus enabling them to contribute meaningfully to data-driven decision-making processes within their respective roles.

of Index

Artificial Intelligence

Nearly all clusters emphasised that emerging skills such as Artificial intelligence (AI) and machine learning (ML) is a key priority in conjunction with data skills. Figure 11 shows that whilst CCR is ahead of the rest of Wales with regards to AI job postings, it lags behind the rest of the UK with less than half the number of AI job postings per head of population. With AI and AI related skills being such a novel subject area, CCR will need to catch up with the rest of the UK in the coming years.

The MedTech cluster has a significant demand for Digital Health services which require a combination of Data and AI skills1, 2. FinTech also depends on Machine learning and AI skills, with more than half of companies in the cluster emphasising that they anticipate an uplift in demand for AI roles in the next 2-3 years1, 2. As a result, a combined data analysis and AI skills academy or wider AI-related skills effort will be instrumental in the long-term growth and development within the CCR area.

Figure 10: Top data skills required across all CCR job postings

Figure 11: CCR AI roles per head of population 2

Count

Cybersecurity

Simultaneously, the ubiquity of technology in today’s business landscape has elevated the importance of Cybersecurity as a top skills priority to meet business needs. Cyber skills make up a proportionately large amount of the demand, with 24% of all job roles across all clusters requiring some sort of cyber knowledge or skills. However, the shortage of talent possessing the requisite specialist skills for Cybersecurity roles is evident. This represents a cross-cluster skills demand that needs to be addressed collaboratively.

Currently, there is provision for Cybersecurity skills at Level 6-83. However, given the fact that the actual core cyber role requirements may only necessitate Level 4 or 5 qualifications based on the insights from Cyber Skills Gap Analysis11, expanding the talent pool through increasing lower level skills provisions at Level 4 and 5 to meet this cross-cluster demand becomes critical. Furthermore, the Digital Skills gap analysis shows a reliance upon Computing courses at Level 4 and 53 as there are no Cybersecurity specific courses available at these levels.

Filling this provision gap could help to serve as a transition qualification, for people moving to Cybersecurity from different careers, or as a stepping stone before acquiring Level 6 Cybersecurity qualifications. This approach could also help expand the talent pool and attract candidates with lower qualifications but possess robust and genuine interest in the field.

Case Study: Microsoft

Investing in AI infrastructure, skills and security to boost the UK’s AI potential75

Location Cardiff & London, United Kingdom

Key impact expected People

Sustainability

Innovation

Scalability

Inclusivity

Microsoft has announced a major AI infrastructure and skilling investment supported by a new partnership on security. It will help the UK seize the artificial intelligence (AI) opportunity and ensure that AI innovation and safety progress together while creating jobs, improving services, and protecting public security.

Microsoft is committing to more than doubling its data centre footprint in the UK, training more than one million people for the AI economy and supporting the UK’s growing AI safety and research efforts through partnerships with the government and leading universities.

The investment will cover the following areas:

1. Capacity:

Microsoft is investing £2.5 billion ($3.2bn) to expand its next generation AI datacenter infrastructure, and will grow its data centre footprint across sites in London, Wales and potentially northern England. This infrastructure investment will help to meet demand for efficient, scalable and sustainable AI specific compute power and the needs of the private and public sector.

To support research on AI, Microsoft will extend its Accelerating Foundation Models Research (AFMR) program. AFMR drives interdisciplinary research on AI alignment and safety, beneficial applications of AI, and AI-driven scientific discovery in the natural and life sciences. This new UK effort will aim at harnessing the power of AI to accelerate scientific discovery.

2. Capability

To support UK workers across the AI economy, Microsoft is investing in training one million people with the skills they need to build and work with AI. This will include expanded training for people looking to start, or move into, a career in AI. Working in partnership with multiple learning and non-profit partners, the program will focus on building AI fluency, developing AI specialist skills, supporting AI business transformation, and promoting safe and responsible AI development and use including the first Professional Certificate in Generative AI.

As part of this skilling commitment, Microsoft will also turn all the lessons it has learned in operationalizing responsible AI principles for its own AI engineers and developers, into learning modules for UK customers and partners. This training will help the UK’s AI developer ecosystem to embed safety and security measures into their own systems and processes and takes Microsoft’s training support for responsible AI beyond principles and embeds sound practice into the way AI is developed and integrated across the IT industry.

Relevance to CCR:

CCR should consider exploring potential opportunities to work in partnership with Microsoft by leveraging its investment and expertise in building the UK workforce AI capability. Cluster employers can leverage free AI upskilling resources on the Microsoft Learn website. It would be prudent for CDGP to consider AI upskilling partnerships along with Microsoft to add a cutting edge to the Digital Accelerator Programme. These resources can be used as part of recommended Data & AI and Cyber & AI pathways in order to provide AI skills and guidance on responsible AI use at the required qualification levels (see Section 1.2 Priority recommendation 1).

3.3 Net Zero

The Cardiff Capital Region Energy Vision and Strategy has been set out to help the region achieve a net zero energy system by 2050, in line with objectives set by the UK Government. This vision has created an urgent need to understand which skills are essential across clusters to help meet net zero targets88 at individual organisation level and across priority clusters1

As a relatively new concept, Net Zero jobs are low in demand but show high growth within the CCR area. Figure 13 indicates that CCR makes up a large proportion of Wales’ green job postings, but still significantly lags behind the rest of the UK. If CCR aims to achieve its Net Zero ambitions then it must first catch up with other parts of the country which are outperforming it. Scotland in particular has consistently produced the most green jobs of any comparable region in the UK, with the South West and North West of the UK remaining as the second and third best performing regions respectively.

The lack of net zero skill prevalence in the workforce can be a key bottleneck to achieving net-zero goals, from advanced manufacturing processes and intelligent energy management systems, to renewable energy integration. Addressing this gap demands a strategic focus on developing and advancing the specific specialist skills vital for navigating the complexity of a net-zero future. Outlined in Figure 14 below is a list of cross cluster in-demand net zero skills identified based on multiple data sources including direct cluster stakeholder engagement, Lightcast skills intelligence and existing research and thought leadership in relevant domains.

Our vision for Cardiff Capital Region (CCR) is:

To create the conditions for a transition to a carbon neutral economy and society in the CCR, using low carbon energy as an enabler of economic regeneration, growing our regional income whilst maintaining guardianship of our environment through a laser-focus on clean growth.

Our priorities for achieving this vision are:

• Energy efficiency and heat

• Electricity and flexibility

• Decarbonise transport

• Grow business and jobs

• Coordination, planning, regional support and ownership of the plan

*Includes all recruitment activity from all companies and agencies, within the priority clusters this is only 56 job postings.

Figure 12: 5 priority areas of focus for the Cardiff Capital Region to deliver the Energy Vision 76 77 78

Figure 13: Green job postings per head of population 2

Top Skills of Net Zero

Battery and Hydrogen Technologies

Building Information Modelling for Retrofits

Decarbonisation Planning

Environment Health and Safety

Environmental Impact Assessment

Environmental Resource Management

Note:

Electric Vehicle Infrastructure Development

ISO 14000 Series

Resource and Energy Effiency

Smart Grid Systems and Technology

Sustainability Strategies

Waste Management

The skills judged to be of greatest importance to clusters and capabilities at the time of consultation, please note that they are not ranked and thus carry equal importance. Lightcast data indicates in demand skills based on active job postings from October 22 to September 23, with active jobs in October 22 being originally posted as far back as July 1. Publicly Available Specifications (PAS), Microgeneration certification Scheme (MCS) and TrustMark have also been mentioned as critical for retrofit, however these are deemed as certifications and due to the relatively low demand based on Lightcast data, they are not included as part of top skills.

Source:

CCR CDGP Lot1&2 Cluster Demand Discovery Workshops and Interviews (2023) Lightcast

Low in demand but higher level skill requirements

There appears to be little demand within CCR priority clusters for specialist net zero skills, with only 56 specialist net zero job postings on Lightcast. Most in-demand specialist roles across all clusters include Environmental Consultants, Sustainability Consultants, Environmental Engineers and Environmental Health and Safety Managers. Of the 56 net zero job postings, 28% of net zero jobs require at least a Level 6 qualification3 with 6% of jobs listing Levels 2-53 and 73% not listing a required education level79. Further analysis has been done on the no education level listed job roles, suggesting that 26% of jobs are entry level, 72% are mid level and 2% are senior level job roles.

This highlights a difference when compared to recent data79 looking at Wales, which shows that most green jobs created in Wales have lower skill requirements (Level 2-3 and Level 4)3, with a significant gap of employment at the higher levels (degree or equivalent). This observation indicates that CCR priority clusters tend to have more specialised roles, demanding a skill set that often necessitates higher level qualifications. Despite current low demand for net zero roles among priority clusters, organisations recognise that they will need to increase the number of net zero management roles and wish to access relevant provision in order to do so1

*Some job postings list more than 1 level of education requirements, meaning that this does not total 100%.

Cluster nuances on net zero and common skills

Employers engaged highlighted that the difference in how net zero skills are applied in each cluster underscores the need for cluster-specific net zero skills provisions1, which are currently lagging.

A large proportion of existing provisions at Level 63 and higher are relating to construction, building design and environmental engineering. At a priority cluster level, this may create a potential relevance barrier for the net zero-related skills that priority clusters are recruiting for. For example, Creative Industries requires key skills such as Sustainable Events and Production, Sustainable Design and Sustainable Building and Construction, while FinTech requires Renewable Energy Finance and Blockchain for Renewable.

This represents a demand for net zero skills provisions tailored to specific cluster demand. Whilst the Net Zero Skills gap analysis indicates that the in-demand jobs are relatively well covered for at higher levels, the increasing pace at which these jobs will change means that the courses will have to adapt. Currently, project management skills in Net Zero are only provided by a Project Management Masters at Level 7, whereas this is not well provided for at Level 63. Whilst the courses at Level 6 appear to provide for the in-demand jobs well, more specific Net Zero Project Management courses are lacking at this level as it is reliant upon Level 6 Construction Project Management3

Despite the cluster nuances, skills such as Environmental Health and Safety, Environmental Resource Management, Resource and Energy Efficiency, Sustainability Strategies and Waste Management are recognised as common skills that can apply across all clusters. This indicates an opportunity to develop a cross-cluster net zero skills provision to build CCR wide Net Zero capabilities in relation to these common skills. Given the fact that employers are expecting to increase the number of net zero management roles in the near future, provision at Level 6 and 7 could in particular be helpful to prepare leaders at different levels with the skills needed to set net zero strategy and support critical decision making on net zero at organisational and cluster levels.

Beyond priority clusters

Construction and retrofit are at the forefront of delivering 5 defined priority areas in achieving CCR’s Energy Vision. Tackling deep retrofit in a large number of homes represents significant challenges in building a net zero energy system in CCR. Investing in the development of related retrofit skills appears to be a priority for CCR and employers in order to meet regulation requirements and reach net zero targets. Solar is seeing a clear increase in demand, with Solar Jobs making up 2 of the top 15 in demand Net Zero jobs, however, this only indicates a small portion of retrofit skills.

For existing workforce within the building sector, new and additional skills need to be developed to meet demand for energy efficiency retrofits, heat pump installations and heat networks. The quality of work and well defined career pathways also play critical roles in attracting skilled workforce the sector demands for. To accelerate retrofit, it will need multilevel efforts. Employers and CCR need to work together to clearly signal the market demand for retrofitting skills to create an incentive for upskilling. Equally, wider collaboration on supporting skilling initiatives such as vocational training, short online courses and Apprenticeships will be vital to strengthen the pool of workers.

Case Study: E.ON 81

Tapping into growth and upskilling opportunities - Diversifying learning opportunities and widening access to skills

Location Kingswinford, West Midlands, United Kingdom

Key impact expected

People

Sustainability

Innovation

Scalability

Inclusivity

E.ON UK is committed to supporting the UK in achieving zero net carbon emissions by 2025. The Company has invested £3.5 billion in UK renewables since 2009, installed more than 4 million smart metres to date and 1,200 business EV charge points by 2022. Recognising the pivotal role of internal skills, it invests extensively in cultivating a workforce equipped to lead the energy transition.

Net zero training academy

E.ON UK has set up an upskilling centre in Kingswinford to train and shape future engineers from across the country through net zero academy, already training the next generation of green collar workforce in the skills they need to install everything from:

• Smart meters.

• Electric vehicle (EV) chargers.

• Solar panels.

• Battery storage.

• Air source heat pumps.

The new training centre is expected to train around 800 colleagues each year as the country gears up to deliver new ways of powering and heating the buildings.

Apprenticeship

Currently, E.ON has almost 240 apprentices working on over 50 different schemes including customer service, accountancy, HR, legal and Cybersecurity among others, and the range of degree Apprenticeships include Engineering, Project Management and Supply Chain Leadership. The degree Apprenticeship schemes offer opportunities for young people to learn quickly, develop practical skills and set them on the path to a meaningful career.

LinkedIn on-demand, expert-led online learning courses

In addition, E.ON UK has rolled out LinkedIn Learning to give employees access to thousands of on-demand, expert-led online learning courses and created five development networks – Women in Leadership, a Digital Network, Engineering and Technical, Future Energy Leaders, and general careers development.

Some of the green courses completed include:

• Navigating Environmental Sustainability: A Guide for Leaders.

• Closing the Green Skills Gap to Power a Greener Economy

• The Employee’s Guide to Sustainability’.

E.ON UK recognizes that demand for green skills is rapidly outpacing supply, employers will increasingly act as educators – ‘training to hire’ individuals into green jobs through onboarding programs, Apprenticeships, and academies, as well as ‘training to promote’ employees through upskilling initiatives that can help them transition into green roles.

Relevance for CCR: There is a growing need from employers across CCR priority clusters to upskill in Net Zero from general awareness to more technical cluster specific net zero skills. There is also a pressing need to create more and good green jobs that require higher skills qualifications within the CCR areas to drive wider transformation. This will need skills interventions through multiple pathways.

Employers in the region will likely need assistance to adopt interventions such as internal upskilling through academies/bootcamps, leveraging partnerships with HE, FE and alternative training providers using online learning platforms and microcredentials to fill skills gaps. Such initiatives can apply for CCR clusters through developing Sustainable by Design Academies for Net Zero skills across priority clusters (see Section 1.2, Priority 2).

3.4 Advanced Manufacturing

Advanced Manufacturing employers across CCR highlighted the urgency of attracting and retaining a workforce with the right skills and capabilities to enable sustainable growth and industry transformation.1 This transformation has given rise to a demand for a set of skills to navigate the rapidly evolving industry landscape.

Outlined in Figure 15 below is a list of cross cluster in-demand Advanced Manufacturing skills identified based on multiple data sources including direct cluster stakeholder engagement, Lightcast skills intelligence and existing research and thought leadership in relevant domains.

Cross-cluster dependency and synergistic relationship

Employers in Compound Semiconductor and aspects of MedTech are a subset of the wider Advanced Manufacturing capability within the CCR. In Compound Semiconductor production, advanced manufacturing ensures precise fabrication, enhancing the efficiency and quality of compound semiconductors. This requires core skills such as New Product Development, Electrical Engineering, Mechanical Engineering, and Value Chain Management. For MedTech, employers are dependent on additive manufacturing and programming for microcontrollers. Advanced manufacturing enables the production of medical devices with accuracy and consistency which is essential for items like advanced imaging equipment and diagnostic devices. Skills such as New Product Development, Computer Integrated Manufacturing, Internet of Things (IoT), and Advanced Product Quality Control are high in demand. This cross-cluster dependency highlights an opportunity for advanced manufacturing cross-skilling to create synergistic outcomes.

Figure 15: Advanced Manufacturing Cross-Cluster high in-demand specialised skills

Top Skills of Advanced Manufacturing

Additive Manufacturing (including 3D Printing)

Advanced Product Quality Control

Computer Integrated Manufacturing

Environmental Resource Management

Electrical Engineering

Internet of Things (IoT)

Manufacturing Engineering

Mechanical Engineering

New Product Development

Process Automation

Prototyping Development

Value Chain Management

Note:

The skills judged to be of greatest importance to clusters and capabilities at the time of consultation, please note that they are not ranked and thus carry equal importance. 1Lightcast data indicates in demand skills based on active job postings from October 22 to September 23, with active jobs in October 22 being originally posted as far back as July1.

Source:

CCR CDGP Lot1&2 Cluster Demand Discovery Workshops and Interviews (2023) Lightcast

A notable skills provision gap

While employers emphasised a pressing need for talent supply at Level 4 and 5, existing provisions relating to Advanced Manufacturing skills at Level 4 and 5 have significantly less provisions with regards to course varieties and skills coverage, suggesting an indicative gap3. In particular, gaps in Additive Manufacturing, Internet of Things and Computer Integrated Manufacturing are prevalent and new provisions are needed to equip technicians and manufacturing staff with these in-demand skills. This can be seen in the Advanced Manufacturing Skills gap analysis, which highlights that the current provision at Level 4 and 53 does not meet the needs for the in-demand job role of a Maintenance Engineer. This is due to the lack of courses at this level, indicating a lack of specificity for advanced manufacturing. Currently, all in-demand jobs within advanced manufacturing require the skills from a generic engineering course, meaning there is a gap for skills if generic engineering courses may not cover Additive Manufacturing, Internet of Things, Process Automation or Computer Integrated Manufacturing.

Bridging the gap goes beyond courses alone, given that delivery methods can greatly impact the accessibility of provisions. Travelling to access apprenticeships for example in different locations across CCR was highlighted by many employers as a significant barrier to accessing skills provisions for their workforce, as there are costs and transportation challenges particularly impacting the industry. Compounding the issue, the limited flexibility in learning delivery exacerbates the situation, making it difficult for more experienced workers to find courses aligning with their work schedules and personal commitments.

Sector movement towards net zero

The impact and opportunity that net zero transition presents for Advanced Manufacturing, as well as the Compound Semiconductor and MedTech clusters is of utmost urgency. The increasing cost of energy and industrial gases20 present a critical need for specialist net zero skills to promote sustainable and responsible production. 20 Environmental Resource Management skills have been identified by the industry as critical to implementing energy management systems (e.g. ISO 50001), smart metering systems and technologies, and manufacturing process control to help organisations reduce energy costs and meet growing demand for sustainable products and services.

While there are net zero provisions relating to sustainability management across Levels 2-73, such skills have yet to be integrated into Compound Semiconductor and MedTech-related provisions2 Cleaner technologies and net zero skills relating to Advanced Manufacturing are applicable to both the manufacture of compound semiconductors, and consequently the manufacture of medical devices.1, 80 Specific cluster courses in net zero management would allow for existing staff to be upskilled in net zero and to apply their cluster-specific knowledge when enabling their organisations on their decarbonisation journeys.

To strengthen Advanced Manufacturing capabilities requires a more integrated approach, recognising that it should not be treated in isolation. Achieving the sector transformation demands coordinated development across three CCR core capability areas: digital technologies, net zero practices and systems and advanced manufacturing techniques and processes.

By bringing these elements together, a cohesive strategy will emerge, fostering a more comprehensive and impactful evolution within the sector.

Case Study: Western Digital 82 83

Taking employees on an upskilling and adoption journey when using Industry 4.0 technologies

Location Prachinburi, Thailand

Key impact expected

People

Sustainability

Innovation

Scalability

Inclusivity

Western Digital underwent a transformation to adopt Advanced Manufacturing and Industry 4.0 manufacturing practices in order to meet growing demand and rigorous quality requirements for producing hard disk drives (HDD), as well as predicting where to reduce greenhouse gases. The factory wanted to adopt Machine Learning and predictive algorithms to foresee emerging issues in product design, enable shipment consolidation, logistics planning and supply disruption predictions.

Upskilling 60,000 employees through partnering with local universities

A heavy emphasis has been placed on upskilling and reskilling their workforce in order to adopt Industry 4.0 ways of working. This was not only to help them understand the applications of Industry 4.0, but also to encourage employees to ask questions and come up with ideas on how to use the technology.

Through partnering with local universities and education providers, the Prachinburi factory was able to give >60% of the workforce access to learning new skills in machine learning, Internet of Things and analytics.

Furthermore, Western Digital’s STEM and youth programmes have won several Thailand HR innovation awards and the 2020 American Chamber of Commerce Corporate Social Responsibility Award.

Engaging employees to understand the benefits of upskilling and adoption of IoT

While employees were nervous about letting algorithms take control over tools and processes they were used to using, upskilling assembly engineers at the site helped them understand where machine learning can bridge the gap between the production process and analytics which can signal issues or redesign requirements.

Continuous engagement of the workforce on how new Internet of Things technologies would be implemented, and benefits for employees such as safety and advanced warning of production issues would help them in the long run.

Positive outcomes for both productivity and employee wellbeing

Using predictive analytics has helped reduce manufacturing quality deviations by 80%, as well as a dramatic 360% increase in productivity. The factory also noted that the quality of life and wellbeing of factory employees has improved, due to algorithm-enabled safety, inspection and repair systems.

Ultimately, the success of Western Digital adopting Advanced Manufacturing and Industry 4.0 practices was largely dependent on taking their employees on an upskilling journey, both in understanding the benefits of algorithms and machine learning for their jobs, and in ensuring greater employee safety during production.

Relevance for CCR: Western Digital’s efforts to partner with HE providers has helped rapidly scale their upskilling initiatives to 60,000 employees. Through placing an emphasis on employees dedicating time to upskilling and aligned messaging around the benefits of adopting new technologies on employee wellbeing, upskilling initiatives were scaled up across the organisation effectively. Scaling up upskilling initiatives is likely a key priority for advanced manufacturing firms within CCR. As they tackle challenges around AI and automation upskilling across their organisations, it will be imperative to understand key messages to disseminate across the organisation, and devise ways to ensure knowledge of AI usage and IoT is communicated to the whole organisation. Furthermore, skills partnerships with online providers can help to pass information at scale in the short run. In the long run, continuously partnering with local HE, FE and alternative training providers will help signal the demand for key skills as well.

3.5 Recognising the importance of critical transferable skills and alternative delivery methods

Employers across all clusters highlighted that Communication, Leadership, Management, Teamwork and Collaboration are transferable skills high in demand, and were difficult to recruit for.1 Employers across priority clusters feel that skills provision efforts should include transferable skills such as written and spoken communication alongside recognising and bridging the specialist skills gap.

Outlined in Figure 16 below is a list of cross cluster in-demand transferable skills identified based on multiple data sources including direct cluster stakeholder engagement, Lightcast skills intelligence and existing research and thought leadership in relevant domains.

Middle management upskilling

Alongside Communication, upskilling workers in Management and Leadership is a particular priority that needs well-designed skills interventions that can be scaled up across all clusters with some cluster specific alteration. Specifically, in the discovery workshops, employers stated that middlemanagement upskilling on Leadership skills is the top priority that needs to be addressed in the short term. Employers across Compound Semiconductors, FinTech and Advanced Manufacturing highlight that supervisors, line managers or other middle managers need to enhance their leadership and management skills to effectively navigate change and guide their teams through the evolving market landscape.

Transferable skill courses can be developed through accessing courses targeting these areas, but these skills may not be specified or interwoven into existing specialist skills curriculums. They can be developed through the extra-curricular offers available from education providers. However, given demand across clusters for candidates with both specialist and transferable skills, there is an opportunity to embed critical transferable skills directly into specialist skills curriculums or drive initiatives to widen access to transferable skills provision through extracurricular opportunities.

Top Transferable Skills

Adaptability

Coaching and Mentoring

Communication

Customer Service

Entrepreneurship

Leadership

Learning Agility

Management

Problem Solving

Teamwork and Collaboration

Note:

The skills judged to be of greatest importance to clusters and capabilities at the time of consultation, please note that they are not ranked and thus carry equal importance.

1Lightcast data indicates in demand skills based on active job postings from October 22 to September 23, with active jobs in October 22 being originally posted as far back as July1.

Source:

CCR CDGP Lot1&2 Cluster Demand Discovery Workshops and Interviews (2023) Lightcast

Figure 16: Cross-Cluster high in-demand transferable skills

Credentialising platforms

The absence of credentialising platforms for critical transferable skills and certain specialist skills represents an opportunity to recognise skills acquired outside the formal education system. This also opens up the opportunity to underpin credentialing skills by linking in with reskilling of the existing workforce through micro credentials and lifelong learning currently offered in personal learning accounts, employability programmes and adult and community learning.

A vibrant and inclusive skills ecosystem

Whilst changes and adoptions to the education provision may help supply, the skills required and uptake of courses is also a challenge in some areas. For example, STEM subjects still gain less interest than required and uptake stays low despite being vital to the Compound Semiconductor, Cybersecurity and MedTech clusters.

The use of Apprenticeships and other initiatives to subsidise and incentivise may help develop interest and improve uptake. However, the Welsh government is reducing the funding available for Apprenticeships which could lead to further downturn of in-demand skills without intervention to uphold the future of Apprenticeships*. There are also opportunities in considering further development of alternative delivery methods such as Bootcamps and Academies, to quickly accelerate critical transferable skills and specialist skills gaps in each cluster.

Methodology for data analysis

We have taken a data led approach that has allowed us to combine and compare our desktop research, skills analytics and stakeholder feedback from demand and supply workshops and interviews. This has enabled us to identify and determine priority skills that relate to general and specialist jobs within each cluster.

For certain clusters such as Compound Semiconductors, granular skills data cannot be obtained from public sources. Previous attempts to use commercial LMI tools to obtain data for this sector by CCR’s skills partnership have also proven to be unsuccessful. As a result, we are reliant on qualitative engagement with certain sectors, desk-based research, and specific pieces of research the sector has carried out itself.

4.1 Demand data analysis

Due to the lack of clarity regarding the alignment for Standard Industrial Classifications (SIC) and Standard Occupational Classifications (SOC) codes to be aligned to the cluster definitions for the Cardiff Capital Region. We developed and adopted the following approach for the development of the Cluster Analysis from Lightcast.

• We used the employer stakeholder lists provided by Cardiff Capital Region, combined with member companies for the cluster groups as the basis for each cluster analysed. This was how the definitions for these clusters were created.

• We extracted the mainstream recruitment activity for each cluster stakeholder group from Lightcast to capture the Lightcast job titles that were representative of the cluster stakeholders.

• For each job title we reviewed and allocated it to Digital, Net Zero, Advanced Manufacturing, and other cluster archetypes (specialist role).

• Our presentation of job titles and skills is aligned to these themes.

• The skill level requirement has been defined by the overall breakdown of education level in the data extraction. As the education level cannot be provided for specific job postings, but instead a summary level, this breakdown was then extrapolated to provide the skill level requirement across job roles.

This approach provides us with a long list of job titles that have been recruited against the Cardiff Capital Region business stakeholders within the last 12 months which will include all of their mainstream recruitment activity including the non specialist occupations and skills.

We are using the workshops to refine our analysis by:

• Capturing the representative roles associated with the Cardiff Capital Region cluster;

• Capturing the representative skills set that are associated with these roles;

• Cross referencing the intelligence gained in the workshops to the information provided by Lightcast.

Roles per head of population analysis

AI and Net Zero roles were analysed to understand where CCR sits in comparison to the rest of Wales and the rest of the UK. Taking AI as an example, this was done by using Lightcast to search for AI jobs based on Artificial intelligence (including Machine learning and deep learning) being required as a skill. This was done against all job postings in CCR rather than in-scope companies only, as in-scope companies are irrelevant to regions outside of CCR in most cases. The number of AI job postings was then compared to the population to get a reference of roles per head of population. This methodology was also used for Net Zero skills by looking at the Lightcast definition of green jobs.

Potential constraints of this approach

• Lightcast captures mainstream recruitment activity

If the clusters recruitment is heavily weighted to non mainstream recruitment it will not be present in our data analysis i.e. Agent driven recruitment and specialist recruitment channels are likely to be excluded from2 our analysis.

• Timeframe for capturing job postings is Aug 22 - Sept 23

Our Analysis covers the period August 22 to September 23, if recruitment activity was not recorded in these mainstream areas it will not be within our analysis.

• Job postings outwith the agreed list of companies not analysed

The basis for our analysis has been the agreed list of companies from the clusters and CCR’s stakeholders list. This therefore excludes job postings with the same job titles without these companies but hiring in CCR. An example of this is highlighted in section 3.2 where there are 56 Net Zero jobs across the clusters, but 1,062 within CCR across all jobs in CCR, including those outside the agreed list.

•

Lightcast Job Titles and skills taxonomy

In the absence of a standard UK taxonomy for skills, Lightcast has developed its own unique taxonomy for skills. This is refreshed periodically and influenced by O’NET and as such it is likely to be inconsistent with other evaluations of skills by occupations unless they are using O’NET however they should be broadly consistent. However we have noticed that skills like Chat GPT have not been captured and therefore we have added some location curation of the Lightcast taxonomy.

Lightcast pioneered the collection and big-data analysis of job postings, gathering data from more than 65,000 sources daily, including job boards, company websites, and other sources.

Using natural-language processing technology and other AI tools, along with in-house experts, their tools extract more than 70 different elements from every job posting. By analysing and interpreting these elements, Lightcast data can provide insight on:

• Job titles

• Job responsibilities

• Specialist and transferable skills in demand

• Experience requirements

• Education requirements (degrees, certificates, etc)

• Advertised salary/market estimate.

4.2 Supply data analysis

The education supply analysis represents the Post 16 curriculum that is available through the following providers who predominantly deliver Education and Training within the Cardiff Capital Region area. A list of the Apprenticeships available for delivery across the regions was also provided.

To minimise any disruption to providers and reduce any sensitivities with this data collection, a data collection specification was agreed that excluded learner volumes but included

• Course title

• Location of delivery

• Qualification level127

• Funding type

• Sector subject Area (SSA Tier 2) and

• LCDS - a secondary subject descriptor) codes

A similar format of data was requested from the Higher Education providers. However, the data provided was inconsistent and did not meet the specification requested. Characteristics of our supply analysis:

• Limited to course lists for the 22/23 Academic year provided by the following Institutions:

– Further EducationBridgend, Cardiff and Vale College, Coleg Gwent, Coleg Y Cymoedd, The College, Merthyr Tydfil.

– Higher Education - Cardiff Metropolitan University, Cardiff University, University of South Wales.

– Apprenticeships - Welshfunded Apprenticeship frameworks.

• Course information was not validated for completeness or accuracy.

Further Education Providers Higher Education Providers

Bridgend College

Cardiff and Vale College

Cardiff University

Cardiff Metropolitan University

Coleg Gwent University of South Wales

Coleg Y Cymoedd

The College, Merthyr Tydfil

• Course information was enriched to maximise the extraction of skills data, and this is not available from provider systems.

• We have referred to the qualifications used across Wales, England and Northern Ireland when referring to provision127

For the Further Education provision:

• This analysis involved enriching the Course Title, SSA and LCDS text with unit descriptions where the qualification code or unit title provided in the course title matched our unit reference data that was provided by the Office of Qualifications and Examinations Regulation (Ofqual).

• We used Geek Talent to apply their skills extraction approach against the enriched datasets to provide identifiable skills from the enriched qualification descriptions.

• We mapped the Geek Talent Further Education skills Supply extracted to the Lightcast demand skills to create a common skills taxonomy for the gap analysis.

• As the relationships between Qualifications and Units is a one to many relationship, we are required to create a unique group of skills against each row of data in the course file.

• We agreed to remove any qualifications that are below Level 2 as it was agreed that these would not be drivers of specialist priority skills.

• Qualifications duplicated across providers were only counted as a separate instance if the provision was unique.

• We captured the SSA’s from the Qualifications in Wales (QiW)/ Ofqual data for recognised aims and units.

For Higher Education data provision

• We requested lists of Higher Education provision from the Higher Education providers.

• We used Geek Talent to undertake a data scrape against the Higher Education providers in scope to capture course descriptions that can be used for a skills extraction.

• We reconciled the Higher Education list from the providers against the Geek data scrape to allow a completeness check.

• We mapped the Geek Talent Higher Education Skills Supply skills extracted to the Lightcast demand skills to create a common skills taxonomy for the gap analysis.

• This provided a derived profile of skills against each Higher Education programme.

4.3 Mentimeter live survey and analysis

Methodology

We conducted a live survey using Mentimeter within each of the 7 demand workshops we held. Due to time constraints, the Cyber, Net Zero and Compound Semiconductor workshop participants were sent the Mentimeter after the workshop to complete. For this reason, these cluster surveys have an average of 5 participants.

To mitigate this and ensure that the same quality of information was captured in the Cyber, NetZero and Compound Semiconductor workshops as the others, qualitative data has been captured in detailed notes, with Lightcast data and research validated in the workshops. Participants who could not attend the workshops had 1:1 interviews to ensure broad stakeholder engagement.

Figures and graphs sourced from our live Mentimeter survey represent the number of votes for a particular response, rather than the number of people who voted for a particular option. Workshops such as Creative who had more participants may have more votes, etc. The questions allowed participants to vote multiple times.

We have used Mentimeter to produce an overall CCR priority cluster picture and have shed light on the differences in clusters in detail in this CDGP skills report, supported by qualitative data and our quantitative analysis from Lightcast. Mentimeter has been used as a method to capture workshop participant insight, which can be used in conjunction with other data gathering, rather than a standalone quantitative data gathering exercise.

Potential constraints for this approach

We had different numbers of participants per Mentimeter survey, due to differing numbers of people attending each cluster workshop.

The raw numbers alone may not reflect the true differences or similarities among clusters, since the sample size was not consistent. Therefore, the team should exercise caution when drawing cross-cluster conclusions and treat the findings as suggestive rather than definitive.

1. CCR CDGP Lot 1&2 Cluster Demand Workshops and Interviews (2023)

2. Lightcast Skills Taxonomy (October 2022 - September 2023)

3. Supply Data Analysis (see Section 5)

4. UK Shared Prosperity Fund, 2023

5. Cardiff Capital Region’s Regional Economic & Industrial Plan, 2023

6. AI analysis of local skills improvement plans, Department for Education, 2023

7. Creative Wales Industry Survey, 2022

8. Behind the scenes, The creative industries workforce, 2023

9. Screen Survey Wales, 2021

10. Creative Skills Action Plan 2022 – 2025, Creative Wales, 2022

11. Cyber Skills Gap Analysis - Cyber Innovation Hub

12. UK Skills Mismatch in 2030, Industrial Strategy Council

13. About Age at Work in Wales, The Responsible Business Network, 2023

14. Network 75, Philtronics

15. Davies, H., Davies, J. & Hurford R. (2023) Wales Screen Workforce Survey 2022. Media Cymru

16. Rebalancing and Reimagining - Strategies to support arts and performance freelancers, 2020

17. Younger workers want flexibility and transparency, PwC, 2023

18. MedTech Health in Wales

19. 1Annual Report: Compound Semiconductor Cluster in South Wales (published by the Welsh Economy Research Unit), 2022

20. CSConnected Annual Report, 2022

21. Leading a compound semiconductor revolution across the UK, CSA Catapult, 2023

22. 1CLWSTWR Creative Industries Report (2020)

23. 2The latest in Skills & Talent across Southeast Wales, Cardiff Capital Region (2022)

24. Employment and Skills Plan 2022-2025, Cardiff Capital Region Skills Partnership, 2022

25. Concern over Welsh Government Apprenticeship funding cuts, 2024

26. Short courses to support growth within the semiconductor, Cardiff University, 2023

27. Green personal learning accounts (PLAs): approved courses

28. Welsh Government’s Net Zero Strategic Plan, 2022

29. Employer Skills Survey, 2022

30. Screen New Deal: Transformation Plan for Wales, 2023

31. CRIW in South Wales

32. Sustainability in Production – beyond Albert, ScreenSkills, 2023

33. Gender inequality in the creative arts, National Advisory Council on Women and Girls: Monthly Spotlight, 2021

34. Road to Recovery, Cultural Freelancers Wales Report, 2022

35. Media Studies, WJEC CBAC

36. Culture Connect Wales

37. 1A Spotlight on the Cybersecurity Landscape in Wales, 2023

38. 2IT Jobs and Skills in Wales, 2022

39. 3Devolution and evolution in UK skills policy, 2023

40. 4UK Cybersecurity Sectoral Analysis, 2023

41. CyBOK Jobs Analysis, Cyber Wales, 2023

42. Cybersecurity Degrees, University of South Wales

43. Cybersecurity and Technology (MSc), Cardiff University

44. Computer Security - BSc (Hons) Degree, Cardiff Metropolitan University

45. Cybersecurity in Business Bootcamp, Cardiff and Vale College

46. Build your Venture, Cyber Innovation Hub

47. Cybersecurity sectoral analysis 2023

48. Career Switchers Report, Code First Girls, 2023

49. CyberFirst, Hwb, 2022

50. CyberFirst Girls Competition, 2023

51. State of the sector: annual review of UK financial services 2023

52. 1Building the infrastructure and talent pipeline for a green and connected CCR, 2021

53. 2Building Momentum, Cardiff Capital region, 2021-2022

54. 3Fintech - Trade and Invest Wales, 2021-2022

55. 4FinTech Wales Annual Report, 2021/22

56. 5FinTech Wales (2023)

57. 6 FinTech Wales Releases 2021/22 Annual Report, 2022

58. FinTech Skills Framework, 2023

59. Sustainable FinTech Leadership Programme, 2023

60. Senior Leader Apprenticeship, The Open University75

61. Making female equality a CCR priority, 2023

62. Code First Girls Micro Degree

63. Level 4 Qualifications in Principles of Leadership and Management

64. ABPI Cymru Wales, 2023

65. International goods trade: interactive dashboard, 2023

66. MediWales, 2023

67. Medtech Health in Wales, Department for Business and Trade, UK Government, 2023

68. Building a World Leading Med-Tech Cluster Fully Integrated with NHS Wales, 2023

69. Life Sciences 2030 Skills Strategy, Science Industry Partnership, 2022

70. AI tool outperforms experts in spotting breast cancer, says new study, 2023

71. Fast track training programmes for adults, Cardiff and Vale College, 2024

72. Medical Engineering (BEng), Cardiff University

73. Personal Learning Accounts, Careers Wales

74. Putting Skills First: Opportunities for Building Efficient and Equitable Labour Markets, World Economic Forum & PwC, 2024

75. Our investment in AI infrastructure, skills and security to boost the UK’s AI potential, Microsoft, 2023

76. Cardiff Capital Region Energy Vision79

77. Net zero skills action plan, 2023

78. Building Skills for Net Zero in Wales, 2021

79. PwC Green Jobs Barometer (2023)

80. CSconnected: Does CS cluster inward investment improve regional economic prospects, 2022

81. Shaping future engineers at our net zero academy, E.ON, 2023

82. Advanced Manufacturing: A New Narrative, World Economic Forum, 2023

83. The Human Side of the Fourth Industrial Revolution, Western Digital, 2021

84. Cardiff Capital Region Data Observatory, 2024

85. A pro-innovation approach to AI regulation, Department for Science, Innovation and Technology, 20237

86. Statistics Wales Demography newsletter: December 2023

87. Understanding Wales’ ageing population: key statistics, 2023

88. Global Green Skills Report, LinkedIn Economic Graph, 2022

89. Global Green Skills Report, LinkedIn Economic Graph, 2023

90. The net zero generation, PwC, Unicef, 2022

91. MicroCreds

92. Unleashing the power of tech-driven decarbonisation, PwC, 2023

93. About Net Zero, Net Zero Scotland, 2023

94. Engagement with business on climate action, Scottish Government

95. Policy and Legislation, Sustainable Scotland Network, 2023

96. Green jobs in Scotland, Scottish Government, 2022

97. Climate Emergency Skills Action Plan 200-2025, Skills Development Scotland, Scottish Government

98. Student & Graduate Placements, Bright Green Business

99. The CCR Green Transformation, 2021

100. Cardiff Capital Region complete on purchase for green transformation of Aberthaw Power Station, 2023

101. The Future of Jobs Report, World Economic Forum, 2023

102. UK CEOs implementing GenAI faster than US, Chinese and European counterparts, PwC 27th Annual Global CEO Survey, 2024

103. Jobs of Tomorrow: Large Language Models and Jobs – A Business Toolkit, World Economic Forum, 2023

104. AI skills training and resources, Microsoft

105. Amazon aims to provide free AI skills training to 2 million people by 2025 with its new ‘AI Ready’ commitment, Amazon, 2023

106. Makers Academy

107. Realising 2030: A Divided Vision of the Future, Dell Technologies

108. This is the one skill we all need in the age of AI, World Economic Forum, 2024

109. IBM SkillsBuild

110. Wales Data Nation Accelerator

111. Hartree Centre Cardiff Hub

112. Innovation Investment Capital Announces First Investment into AMPLYFI, CCR, 2023

113. The Rise of Global Digital Jobs, World Economic Forum, 2024

114. Why Now Is The Time To Invest In Mature Talent, Forbes, 2023

115. Google Diversity Annual Report 2022

116. Generation for employers

117. Upskilling and retraining the adult workforce, 2021

118. SkillsFuture SG

119. EnvisAGE: A spotlight on employment and older people, Age Cymru, 2022

120. A spotlight on employment and older people, Age Cymru, 2022

121. Budget 2023: What are ‘returnerships’ and who are they for?

122. Adult and community learning, Gov.Wales

123. Cybersecurity in Business Bootcamp, Cardiff and Vale College

124. The Reskilling Revolution, World Economic Forum

125. Skills and Workforce Development, The World Bank

126. Putting Skills First: A Framework for Action, World Economic Forum and PwC, 2023

127. What qualification levels mean, England, Wales and Northern Ireland, 2024

128. A changing world: Adapting to an ageing population in the workplace#

129. Diversity, Equity and Inclusion Lighthouses 2024

130. Net Zero Cluster Managers Meeting - 1st November 2023

131. The 17 Goals, United Nations

132. FinTechs in Wales actively seeking more women in tech

We would like to thank all Cluster workshop and interview participants as well as Delivery Partner workshop participants, without whose insights, experiences and commitments this report would not have been possible.

Thank you also to many additional experts and colleagues who provided input and helped shape this report along the way.

Cluster workshop and interview participants

ACT Training

Admiral

Arup

Axes PlusIndependent Consultancy

Bad Wolf

BBC Cymru Wales

BBC Studios

BECTU

Blackwood Embedded Solutions

CAERDAV

Cardiff and Vale College

Cardiff Capital Region

Cardiff Capital Regional Skills Partnership

Cardiff Metropolitan University

Cardiff University

Celsa Steel UK

CFIT

Chambers Wales

Coleg Gwent

Coleg Y Cymoedd

Confused.com

Creative Cardiff

Creative Wales

Creo Medical

CSA Catapult

CSConnected

Cyber Innovation Hub

Deloitte

eSports Wales

Ffilm Cymru Wales

Finalrentals

FinTech Wales

Millrace Marketing

Net Consulting

Onya Therapeutics

Philtronics

Principality

PureCyber

Purolite

Freshwater PwC

Future plc

Gorilla Group

High Value Manufacturing

Hodge Bank

Huntleigh

Immunoserv

Into Film Cymru

ITV

KLA

Media Academy Cymru

Media Cymru

MediWales

Merthyr College

Microchip

Microlink Devices UK LTD

Delivery partner workshop participants

ALS Training

Bridgend College

Cardiff and Vale College

Cardiff Capital Region

Cardiff Capital Regional Skills Partnership

Cardiff University

Chambers Wales

Code Institute

Coleg Gwent

Coleg Y Cymoedd

Cardiff Metropolitan University Iungo Solutions

Royal Mint

S4C

Screen Alliance Wales

Severn Screen

Sgil Cymru

Stable

Torfaen County Borough Council

Tramshed Tech

University of South Wales

Vale of Glamorgan Council

Wales Millennium Centre

Wealthify

Welsh Government

Zero Fintech

NDGTA

NetRet Wales

Screen Alliance Wales

Stable

University of South Wales

7 Appendix

A. Detailed Cluster Profiles

Compound Semiconductors

Cluster Profile

Cluster profile

The Compound Semiconductor cluster plays a key role in the economic growth of CCR, boasting a strong network of multinational corporations, innovative startups and research institutions20. The clusters’ employers support the production of smartphones, sensors and fibre optic communications, given that compound semiconductors are responsible for the majority of technology development in these products20. The cluster is growing at a rapid pace, supporting an estimated 2,615 jobs in 2022, and contributing approximately £303 million to Gross Value Added (GVA). 21

Cluster in-demand specialist skills

The Compound Semiconductor cluster confronts an evolving landscape marked by significant challenges, including increasing energy and manufacturing costs, an acceleration in consumer demand, and changes in trade and structure of the global semiconductor industry.

As the cluster navigates these complexities, the importance of developing and retaining the right skills cannot be overstated20. There are tangible gaps in specialist Compound Semiconductor skills such as photonics and cleanroom protocols; with employers finding that recruits into the sector tend to obtain more generic manufacturing and engineering qualifications which do not offer skill development in line with employers demand.1, 24

There are also requirements for attracting people with critical digital skills from other disciplines. To enable a smooth career transition, conversion courses are needed to enable people to transfer digital skills and apply them in the context of Compound Semiconductor.

Outlined in Figure 3 below is a list of cluster in-demand specialist skills identified based on multiple data sources including direct cluster stakeholder engagement, Lightcast skills intelligence and existing research and thought leadership in relevant domains. These are then considered in more detail and critical skills requirements are highlighted based on gap analysis in Sections 3.1.3. Please note transferable skills are not covered in Figure 3.

Figure 3 Compound Semiconductor in-demand specialist skills1, 2

Core skills Sub skills

Specialist compound semiconductors

• Compound Semiconductors (either Contextual Knowledge or Manufacturing Compound Semiconductors)

• Plasma-Enhanced Chemical Vapour Deposition (PECVD)

• Photonics

• Cleanroom Protocols

Electronics

• Printed Circuit Board

• Integrated Circuits

• Electromechanics

Engineering

Digital

• Process, Equipment, Test and Facilities Technical Maintenance

• Shift Production Engineering

• Data Science

• Programming Languages (Verilog, LabView, Python and C/C++)

Skills in cluster context

Due to the unique properties and applications, compound semiconductors manufacturing demands a list of specific knowledge and practical skills. Contextualisation of relevant knowledge and skills of these areas is key for the cluster: Plasma-Enhanced Chemical Vapour Deposition skills used to deposit thin films onto wafers containing metal layers when manufacturing semiconductors2

Compound semiconductors are widely used in photonics applications. Skills in Photonics are crucial for designing, fabricating and optimising devices such as Lasers and LEDs2

Compound semiconductor fabrication typically takes place in cleanrooms environments to minimise contamination, which can adversely affect device performance2.

Electronics skills are indispensable for the effective utilisation of compound semiconductor technology. Skills highlighted enable efficient device integration into electronics systems, facilitate miniaturisation, enhance performance and ensure seamless interaction with electromechanical components. Firms within the cluster tend to recruit electrical and electronic engineers for compound semiconductor design roles1.

Engineering skills are essential for the reliable and efficient operation of compound semiconductor technology in diverse applications. The cluster felt that there’s a need for more contextualised provisions or conversion courses in order to attract engineering talent across qualification levels1

Data science and programming language skills are actively sought by the cluster in order to take advantage of AI and IoT during compound semiconductor manufacturing. However, the cluster expressed that recruits with these skills did not possess the compound semiconductor context required to ensure correct application1

Critical skills and cluster considerations for addressing skill gaps

a. Specialist Compound Semiconductor skills - a gap in skills supply in Levels 4 and 5

Provisions for specialist Compound Semiconductor skills, particularly in Plasma-Enhanced Chemical Vapour Deposition, Photonics and Cleanroom Protocols, are of critical importance, due to them being highly specialised disciplines within the Compound Semiconductor sector. Professionals with expertise in Photonics and Cleanroom environments bring sector-specific knowledge and skills that are crucial for the precise design, fabrication and testing of Compound Semiconductor devices. However, the sector faces significant challenges as a result of the insufficient supply of these specialised skills particularly at HNC and HND levels (Levels 4-5)3 Some semiconductor-specific skills are covered in Levels 6 and 73 such as Semiconductor Technologies and Compound Semiconductor Electronics courses. The cluster highlighted that while they need Level 6 and above qualifications for semiconductor designing roles, they also need to recruit more semiconductor manufacturing roles across Levels 3 to 53, but reported that they struggled to recruit for this level1

Cluster considerations - Tailored provisions concerning Compound Semiconductors in Levels 4 and 5

• Apprenticeships have been acknowledged as effective means of cultivating sector specific skills within the Compound Semiconductor cluster. This is anticipated to persistently contribute to addressing the specialist skills requirements of the cluster. Employers should strengthen the collaboration with FE providers such as Cardiff & Vale College, Merthyr College, Bridgend College, Coleg Gwent and Coleg y Cymoedd to ensure existing Apprenticeships in Levels 3, 4, and 53 stay relevant and meet the evolving skills demand of the cluster. However, employers are concerned by the cuts (24%) to Apprenticeships25 in the Welsh Government’s draft 2024-25 budget, when factoring in the loss of EU funding. The cluster is estimating 10,000 fewer new apprentices starting in the next financial year which may exacerbate the skills shortages without new interventions to support the future of Apprenticeships.

• Short, self-paced blended modules tailored to in-demand compound semiconductor skills such as Cleanroom Protocols and Photonics Engineering could help address cluster skills gaps in a more targeted and effective way. As part of CSconnected Strength in Places Fund (SIPF), Cardiff University is coordinating the development and delivery of a suite of short courses designed to support the CPD needs of CSconnected. For example, an hour online Cleanroom Protocols CPD course26 has launched to support new starters to understand typical working practices as well as general principles for safe working. There are a number of upcoming courses to be launched covering topics such as Semiconductor Supply Chain, Wire Bonding, and Semiconductor Photonics that employers and individuals could leverage to build cluster specific skills.

b. Digital skills attraction from other disciplines

A number of Digital skills, in particular Data Science and Programming Languages (Verilog, LabView, Python and C/C++)2 are actively sought to meet the requirements for jobs such as software developers/ engineers by the cluster. While there is provision for certain digital skills at Levels 6, 7 and 8³ through courses such as Computer Science and Data Science, these courses are not necessarily designed for the Compound Semiconductor cluster, and do not provide context on how data science and programming languages can be applied to specific cluster context.1 In order to address this provision gap from generic digital courses, cluster employers could support the creation of ‘contextual courses’1 to enable hiring of talent from across different disciplines such as computer science and software engineering.

Cluster considerations - Conversion courses to attract talent from other disciplines to meet capacity and skills requirements

• Enabling smooth talent transitions from other disciplines will require short contextual courses that help adjacent discipline skills and experience be applied in the Compound Semiconductor cluster. The cluster CSConnected could consider leveraging existing partnerships with education and training providers to design short ‘bootcamp’ style provisions for those with existing Levels 4-63 provisions in adjacent subjects. These contextual courses will assist in the promotion of opportunities in compound semiconductors to a wider pool of talent.

c. Middle management upskilling

Serving as the vital bridge between strategy and execution, middle managers possess a unique role to drive organisational success through decision making, problem solving, people development and coaching. But it was reported that middle managers are often pulled in many directions and not equipped with the skills to succeed.

Recognising the pivotal role of middle managers and existing skill gaps within this population, employers from Compound Semiconductor have embarked on initiatives to upskill middle managers, with a specific emphasis on transferable management and leadership skills. However, these employers reported an inconsistency in the quality of training programmes from some training providers.

A common theme was that certain courses tend to be excessively theoretical, lacking opportunities for participants to practically apply and test their leadership skills in a real working environment. Whereas other training sessions are singular occurrences, making it challenging to achieve sustained and impactful behavioural change.

Employers tend to individually source management training and report difficulties identifying high quality providers. Understanding how to centralise provision of transferable skills training and finding credible and effective transferable skills training will be key to supporting middle managers in the Compound Semiconductor cluster.

Cluster considerations: crafting a list of credible transferable skills development courses to inform choices

We should speak as a cluster - openly share details of effective courses, learn from each other and replicate the success.”

Cluster employer

• This discrepancy highlights the need for more practical leadership upskilling approaches that not only impart knowledge, but also facilitate the real-world application of acquired skills. Approaches that include regular check-ins and one-on-one coaching were identified as most helpful to track progress, share challenges or celebrate success.

• A collaborative effort among employers, CCR and training providers can be instrumental in crafting a list of credible transferable skills development courses, which can be similar to Personal Learning Accounts approved courses27. This initiative could empower employers with informed choices when selecting programmes.

Cluster profile

CCR is one of the UK’s largest creative hubs outside of London. With more than 1,300 media firms and adding approximately £360 million to the CCR economy, the Creative Industries has been a significant economic driver, showing signs of going from strength to strength. As a region considered to be one of the world’s top destinations for Film and TV, the creative industry is a hotspot where both talent and business thrive, from broadcast media and digital content, to music and gaming24

Cluster in-demand specialist skills

The Creative Industries cluster is looking to address skills shortages and broaden access to opportunities across the sector in order to maintain its economic position10. The rise of digitisation has led to a rapid evolution of editing, film and TV, gaming and animation disciplines in the Creative Industries cluster, which require a concerted upskilling effort. In addition, for Wales to reach net zero by 205028, Creative employers will need to acquire specific net zero skills such as Sustainable Building and Construction, Sustainable Events and Production, and Sustainable Design to navigate complexities of the green transition. The cluster recognises that it is imperative to create roles and provide upskilling focused on enhancing sustainable practice, solutions and behaviours within the cluster. It is also worth noting that Welsh language is recognised as an unique transferable skill in the Creative industries.

Creative Industries

Cluster Profile

Getting the training delivered in a timely way, because the industry is moving so quickly.”

Cluster employer

Core skills

Editing

Film and TV

Sub skills

The absence of structured upskilling pathways for Creative cluster disciplines necessitates strategic efforts to enhance skills development and provisions through alternative pathways for the cluster. Businesses are mostly aware of Apprenticeships as the funding programmes available to the cluster, however the majority of whom surveyed think the Apprenticeship frameworks do not meet specific business needs29 The pace of evolution in industry practice means provision dates quickly. This indicates a need for a more agile framework and structure of existing Apprenticeships.

Outlined in Figure 4 below is a list of cluster in-demand specialist skills identified based on multiple data sources including direct cluster stakeholder engagement, Lightcast skills intelligence and existing research and thought leadership in relevant domains. These are then considered in more detail and critical skill requirements are highlighted based on gap analysis in Sections 3.2.3. Please note transferable skills are not covered in Figure 4.

• Adobe After Effects.

• Motion Graphics.

• Special Effects.

• Film Production.

• Animation.

Digital

Net Zero

• Computer Science.

• Virtual Production.

• Gaming.

• User-Centred Design.

• User Experience (UX).

• Sustainable Events and Production.

• Sustainable Design.

• Sustainable Building and Construction.

Skills in cluster context

Proficiency in these skills is essential for creating high-quality, impactful visual content across various creative sections.

Two sector specific specialist skills were identified as high in demand due to the job market demand and the unique position of the TV and Film sector in the CCR creative industries.

The cluster foresees greater demand in cluster specific digital skills such as gaming, virtual production and UX, and subsequently feels that funding and resources are required to create more tailored digital upskilling pathways.

The cluster anticipates an increasing demand for the acquisition of net zero skills specific to making film production and design more sustainable, and has highlighted the need for tailored provision relating to this.

Figure 4 Creative Industries in-demand specialist skills1, 2

Critical skills and cluster considerations for addressing skill gaps

a. Digital skill gaps

Digital skills are in demand as these skills will be important to help us look forward to where the industry is going, to transition into digital and get more out of our digital offering.”

Cluster employer

A transition to digital modes of working has led to greater demand for digital skills across editing, film and TV, virtual production, visual effects (VFX), gaming and animation and software engineering roles. Addressing these skill shortages is a necessity for employers, with 67% of CCR Creative Industry employers saying that skills shortages are their main challenge for recruiting new talent 24 .

There are in-demand skills with gaps in provision across qualification levels such as editing skills, which has no provision at Level 5 and film and TV, which has gaps at Levels 4 and 53. In addition, digital skills such as User-Centred Design, Animation, and Graphics are mainly provided at Level 6 and above within CCR. While employers indicate that they don’t need all the skills in these disciplines at such a high level, and there is a case for more provision at lower levels such as Levels 4 to 53

Cluster considerations - developing short, accessible cluster specific digital courses or Apprenticeship

• Increase provisions at Levels 4 and 5 for critical skills related to Editing, Film and TV.

• Creative Flexible Skills Programme could be reassessed and updated where appropriate to include specific in-demand digital skills development such as User-Centred Design and Graphics.

• For the many smaller employers in the cluster, the significant time commitment and resource involved in upskilling is a barrier, with difficulties in releasing staff for training or provisioning adequate cover during the training period. Therefore, this may require part-time modular provision of courses in key digital skills such as Programming Languages for gaming, or Adobe software for animators and designers, so that the existing workforce can learn while working.

b. Cluster specific net zero skill deficit in sustainable production for films

In recognition of the environmental impact of practices across the Creative Industries, the cluster seeks to develop cluster specific net zero skills such as Waste Management 2, Sustainable Building and Construction, Sustainable Events and Production, and Sustainable Design to support businesses through the green transition30. However, there appears to be a notable absence of provisions by HE and FE for Creative related Net Zero skills at any level.

The cluster recognised that due to new recycling laws being applied across Wales starting in 2024, sustainability in production would be hugely in demand, and expressed that many had yet to start recruiting for or upskilling their people in how to achieve sustainable film production1

Cluster considerations: Designing Net Zero courses for Creative

• Due to the lack of Creative related Net Zero skills at any level the cluster needs to work in collaboration with training and earning providers to co-design practical online and part-time modules. These should be at Levels 3 to 5 for learners across different career stages to gain practical skills in relation to Sustainable Events and Production, Sustainable Design and Sustainable Building and Construction. This will support cluster wide net zero transition30

• Existing production and film related Apprenticeship programmes such as CRIW Production Apprenticeship Programme in South Wales 31 may need to be revisited to ensure skills such as Sustainable Production are integrated to meet the regulatory requirements and drive sustainable production in films.

• A sustainability e-learning module named ‘Sustainability in Production - beyond Albert’ has been developed by ScreenSkills and Albert32 which is to be launched in January 2024. The e-learning is accessible to learners across all career stages from entry, early, experienced to expert from a good range of industries such as Film, Unscripted TV, High-end TV, Children’s TV, VFX, Animation, and Games. The Open University also runs a 6 week (8.5 hours per week) short course on Film and the environment to help learners understand how the film industry has affected the natural world and been changed by environmental factors. These initiatives need to be better communicated by the cluster to help learners understand the importance of the topic and the in-demand skills for the cluster to drive new sustainable ways of production.

c. Supporting diverse talent in the Creative Industries cluster

Across the UK, the representation of women in the creative industries has fallen from 37.1% in 201333 to around 33% in 2021. The lack of awareness of career paths in the Creative industry is preventing attraction of more diverse talent. The cluster recognised a significant lack of representation of women and diverse ethnic groups within the screen sector, particularly across more digital creative fields.

Retaining diverse talent particular women also appears to be a challenge. Top reasons for women leaving the industry include long working hours, work-life imbalance and a lack of learning and career development opportunities1,33 34. This indicates barriers for women to contribute within the Creative Industries that need to be addressed with suitable work arrangements and career support.

• Career prospects and accreditation/training pathway opportunities that exist within the Creative cluster need to be promoted more effectively to ensure that more women and girls are aware of the opportunities that exist within the cluster. This includes both specialist and professional roles such as accountants, lawyers, and engineers. Targeted and dynamic conversations with careers services and schools to engage with young talent at an earlier age so they understand the pathways into specific sectors within Creative - and choose the most appropriate training. For example, GCSE Media, A Level Media or BTEC Media35 are all possible routes into a career in TV and this needs to be consistently communicated by employers, schools, career advisors and local communities.

• Culture Connect Wales36 is a project co-designed in partnership between Creative Wales and broadcasters, BBC Cymru, Channel 4, ITV and S4C to support diverse talent across Wales to find opportunities in film and TV over a 12-month programme. Projects as such need to be expanded in collaboration with employers from other sectors such as gaming to make the cluster as a whole an attractive place for diverse talent.

Cluster considerationsInspiring women and girls to consider Creative as a career choice through enhanced communication and sufficient career support

We need to communicate more to young people that university is only one route. They have other

options.”

Cluster employer

Cybersecurity

Cluster Profile

Cluster profile

The Cybersecurity cluster comprises corporations, small-medium enterprises and startup organisations that focus on helping individuals and organisations reduce the risk of cyber attacks through the security of information and protection of devices.

Cluster in-demand specialist skills

In an era when digitalisation is omnipresent, the need for robust Cybersecurity measures becomes paramount. Cybersecurity skills have been identified as a ubiquitous gap across clusters to help mitigate threats like data breaches, ransomware attacks, and unauthorised access that could compromise critical systems. This gap needs to be filled in order to support not only Cybersecurity employers, but also employers across all clusters looking to fill Cybersecurity roles.

The cluster faces three key challenges when recruiting for Cybersecurity roles; the first concerns finding suitably qualified candidates with the right specialist skills1,11. The second challenge surrounds candidates who can demonstrate the required specialist skills but do not possess the necessary key transferable skills11, which employers say are critical for communicating effectively within teams and to broader audiences on key Cybersecurity matters such as vulnerability management and regulatory compliance risk.

The third main challenge concerns the cluster recognising the need to encourage more women into Cybersecurity based on a known gender imbalance within the Cybersecurity industry11 This could include targeting different levels of qualifications, creating suitable pathways, and fostering a more diverse and inclusive work environment. This approach would help to utilise untapped pools of resources and facilitate the acquisition of in-demand specialist and transferable skills1

Outlined in Figure 5 below is a list of cluster in-demand specialist skills identified based on multiple data sources including direct cluster stakeholder engagement, Lightcast skills intelligence and existing research and thought leadership in relevant domains. These are then considered in more detail and critical skills requirements are highlighted based on gap analysis in Sections 3.3.3. Please note transferable skills are not covered in Figure 5.

Core skills Sub skills

Defence and attack

• Malware and attack technologies.

• Penetration testing.

• Forensic techniques/analytics.

• Incident response and disaster recovery.

Security

• Network security.

• Software and hardware security.

• Web and mobile security.

• Cloud security

• Operational technology Cybersecurity

• Vulnerability Management

• Identity and Access Management.

Governance and management

• Compliance risk.

• Requirements elicitation.

Critical skills and cluster considerations for addressing skill gaps

a. Specialist Cybersecurity skills

The biggest challenge that the Cybersecurity cluster faces is finding suitably qualified candidates, or experienced candidates with core Cybersecurity specialist skills11. For the Cybersecurity cluster, the most in-demand specialist skills include Malware and Attack Technologies, Network Security, Web and Mobile Security and Penetration Testing.11, 41

Additionally, there is significant demand for accessing provision for Cybersecurity certifications where due to the evolving nature of Cybersecurity threats and the rapidly advancing technology landscape, these certifications are recognised as more up to date. Some employers work with established certification bodies such as CREST to support their cyber experts to acquire key industry-recognised accreditations1

Skills in cluster context

These specialist skills are required by core cyber roles, namely specialist Cybersecurity roles. These skills are high in demand due to their significance in preventing and mitigating cyber threats. Proficiency in these areas will enable professionals to proactively defend against attacks, investigate incidents and swiftly respond to breaches.

Specialist skills related to security are highly sought after in core cyber roles due to the increasing complexity of cyber threats across various domains. For example the convergence of IT and OT systems underscores the importance of securing operational technology to maintain the reliability and safety of industrial processes. The demand for these skills reflects the growing emphasis on protecting digital assets and infrastructure from evolving cyber threats.

These skills are part of cyber-enabled roles - roles where someone may be involved in project or change management around implementing cyber compliance risk policies and communicating about Cybersecurity importance to businesses. It is expected that people in core cyber roles with more specialist skills also understand how to communicate Cybersecurity risk requirements to businesses.

Despite the evident shortage of talent possessing the requisite specialist skills for core Cybersecurity roles, there is a notable limitation in the hiring pool. This limitation may be attributed to employers’ preferred focus on candidates holding higher level qualifications.

Figure X below11 indicates a notable difference between minimum qualification levels required and preferred qualification levels by employers for core cyber roles. While employers expressed a preference for Level 6 and above qualifications11 , the actual role requirements may only necessitate Level 4 or 5 qualifications. This discrepancy could exacerbate the existing skills gap and disregard candidates with lower qualifications but possess robust and genuine interest in the field.

Currently, there is no provision for core cyber specialist skills at Level 4 and 53. Filling this provision gap in Cybersecurity qualifications could help to serve as a transition qualification, for people moving to Cybersecurity from different careers, or as a stepping stone before acquiring Level 6 Cybersecurity qualifications.

Figure 5 Cybersecurity in-demand specialist skills1, 2, 11 41

Figure X: The number of responses for which qualification would be the minimum required level and the preferred level for core cyber roles, Cyber Skills Gap Analysis - Cyber Innovation Hub11

Doctorate e.g. Doctor of Philosophy (PhD) (Level 8)

Postgraduate e.g. Master of Science (MSc) (Level 7)

Graduate e.g. Bachelor of Science (BSc) (Level 6)

HNC and HND (Level 4 and 5)

A-level or Equivalent (Level 3)

GCSE or Equivalent (Level 2)

Cluster considerations - developing short, accessible cluster specific digital courses or Apprenticeship

• Consider supplying Cybersecurity provision at Level 4 and 5 given the minimum required qualification levels needed by employers for core cyber roles. This can provide a potential pathway to Level 6 and help to meet capacity requirements as there may not be enough candidates acquiring Level 6 Cybersecurity qualifications in the pipelines.

• Cluster employers should work with HE and FE providers such as University of South Wales 42 , Cardiff Metropolitan University44, Cardiff University43 to design the new Level 4 and 5 pathway by leveraging existing Cybersecurity provisions and skills insights

Number of Responses

• To address skills and talent shortages, employers across the Cybersecurity cluster can consider exploring a cluster-wide ‘Engage-Place-Train’ model - identifying and engaging early-career individuals seeking a digital related career pathway ( e.g. a Level 3 Diploma in Digital). The cluster can then strategically place them in roles, offering specialised upskilling or Cybersecurity certifications to enhance Cybersecurity capability. Interventions such as Cybersecurity in Business Bootcamp at Level 345 can be leveraged to develop core skills and expand the talent pool.

b. Development of key transferable skills

As noted, employers find it difficult to source specialist Cybersecurity skills, but many candidates that do have these specialist skills often do not have the necessary transferable skills such as Problem Solving, Analytical Thinking, Communication, Entrepreneurship and Commercialisation1, 11. These skills are particularly important for client reporting, driving innovation and bringing new products to market. Communicating with non-specialist stakeholders is an ongoing challenge for Cybersecurity specialists. For the most part, transferable skills are not provisioned across HE and FE, other than in- person Leadership and Management courses at Levels 2-5 and Level 73. Firms within the Cybersecurity cluster mainly tackle the transferable skills shortage via their own graduate and Apprenticeship programmes, but felt there was a gap to address in upskilling qualified candidates with the necessary transferable skills, either through adapting existing provision, or additional top up provision.1,11

Cluster considerations - Integrating transferable skills into existing skills provisions

• Cybersecurity courses should include modules/ material on how to communicate the implications of Cybersecurity to specific business context. Transferrable skills development needs to be integrated within these provisions to bridge the tangible gap. The cluster could work in partnership with Cardiff and Vale College to integrate key transferable skills in the Cybersecurity in Business Bootcamp45 through workshops in employability and practical case studies to help develop and practise transferable skills in the context of Cybersecurity roles.

• To fill the gaps in Entrepreneurship and Commercialisation, the programme Build your Venture 46 run by Cyber Innovation Hub brings bold cyber ideas with domain expertise, together with entrepreneurs with commercial know-how, to take it to market together within 12 months. Commercialisation of these innovations not only enhances the cluster’s competitiveness but also generates economic value, attracting investments and creating job opportunities. Similar programmes can be followed by other clusters such as Creative, MedTech and FinTech that require strong Entrepreneurship and Commercialisation skills to drive innovation and growth.

c. Wider awareness on what a career in Cybersecurity entails to encourage diversity and inclusion with a focus on gender diversity

To fulfil the urgent demand for specialist skills, the Cybersecurity cluster recognises that it needs to address a deeper challenge around attracting and retaining diverse talent. The cluster particularly wants to focus on removing barriers to learning and career development for women11

Women only makeup 25% of the cyber workforce in the UK47, and results from a recent survey conducted by Code First Girls 48 indicated that this could be because women are not as aware of the opportunities that exist within the sector. In addition, due to requirements of roles requiring particular STEM backgrounds and a lack of role models to inspire and learn from, this makes it more difficult for women to consider and pursue Cybersecurity as a career.

Cluster considerations - Providing greater awareness of Cybersecurity pathways and targeted support to encourage women into the field

We need to engage more effectively and communicate better with schools and pupils to break down preconceptions, particularly around careers in the Tech sector, it’s about getting into schools early and giving the learners the confidence to make those informed decisions for their GCSEs, which will hopefully be digitally-related.”

Cluster employer

• The CyberFirst Girls competition49 aims to empower girls aged 12-13 with an interest in pursuing a future career in Cybersecurity. It consists of two phases including an initial online qualifying round, followed by an engaging final team battle to become the nation or regions winners. Schools in Wales are invited to enter teams of Year 8 girls ahead of the online qualifying round, with a school from Bridgend winning the competition within Wales 50. While initiatives like these are important in capturing and fostering girls’ career aspirations, it’s clear that further interventions are needed to effectively address and rectify the prevalent gender imbalance within the Cybersecurity industry. Cyber Innovation Hub has the opportunity to lead the way in a cross-CCR girls-focused Cybersecurity programme that can bring about real structural change for encouraging girls into Cybersecurity and wider STEM careers.

• Cross-cluster Cybersecurity Apprenticeship programmes or a cluster-sponsored initiative targeted at women could help to promote awareness, specialist skills, transferable skills and wraparound support to encourage women across STEM to consider a career in Cybersecurity. Such pathways should be aimed at both school leavers and women further along in their careers, or those who want to return to work.

Cluster Profile

the

Cluster

profile

FinTech implies a concentration of businesses and entities that are involved in developing and providing financial technology solutions. These solutions can encompass a wide range of services, including digital payments, online banking, blockchain applications, robo-advisors, Insurtech and other technology innovations within the financial industry 24 .

FinTech is transforming the way that finance services operate. As the leading FinTech hub in Europe 51, the UK FinTech sector is predicted to be worth £13.7bn by 203058, with job creation contributing to 70% of this figure. Wales is the fastest growing digital economy, outside of London24, and catalysing opportunities within the Cardiff Capital Region (CCR) depends on the attraction of talent with in-demand specialist and emerging skills.

Cluster in-demand specialist skills

FinTech employers are facing skill gaps predominantly in digital and transferable skills, and report a demand for more technical net zero roles within their organisations in the near future. The cluster felt existing training provisions relating to digital need to be tailored further to more accurately reflect the FinTech business context. Greater emphasis was placed on transferable skills such as Leadership and Coaching as key enablers to build an engaging and high performing workforce.

To meet the cluster skills demand, employers highlight the importance of creating diverse and accessible pathways for individuals from varied backgrounds to thrive in FinTech, including women, career convertors, and school leaders1

Acknowledging this, several existing skills initiatives have emerged, demonstrating notable progress in both supporting the digital skills demand and fostering diversity within the workforce. Coding Academy is a co-designed course by Cardiff and Vale College, FinTech Wales Skills Group and leading Tech organisations, with a focus on contextualising skills relevant to real-life job requirements and hence address the skills shortages in the Tech sector123

Efforts have also been made to widen the participation of women in the cluster, through partnerships with Code First Girls and Chwarae Teg, a charitable organisation and campaigner for women’s rights, to offer exclusive training and employment opportunities to women.61

Outlined in Figure 6 below is a list of cluster in-demand specialist skills identified based on multiple data sources including direct cluster stakeholder engagement, Lightcast skills intelligence and existing research and thought leadership in relevant domains. These are then considered in more detail and critical skills requirements are highlighted based on gap analysis in Sections 3.4.3. Please note transferable skills are not covered in Figure 6.

Wales boasts extremely high-quality universities, which contribute to

skills pipeline, and our mission is to continuously develop our Skills Strategy by collaborating with members, universities, and education and training providers to increase this pipeline further. Once we have made sure all FinTechs in Wales have the skills they need to succeed, our next step is to become a globally recognised export of talent.”

Sarah Williams Gardener, CEO FinTech Wales

Figure 6 FinTech in-demand specialist skills1, 2

Core skills Sub skills

Technology and programming

Data and AI

• Software development.

• Automation.

• Blockchain.

• Cybersecurity.

• Programming Languages (e.g. Python, SQL)

• Artificial Intelligence and Machine Learning.

• Data Science.

Project management and agile

Finance and business

• Agile and Scrum.

• Project management.

• Financial services.

• Marketing and sales.

Critical skills and cluster considerations for addressing skill gaps

a. Specialist FinTech skills

For the FinTech cluster, the most in-demand skills include Automation, Artificial Intelligence, Cybersecurity, Financial Services Marketing and Blockchain.1, 2 There is considerable demand for a range of digital skills across the FinTech cluster with most employers (54.83%)2 looking to fill roles across software engineering, robotic process automation, blockchain, Cybersecurity and data science. However, Blockchain and Cybersecurity skills for example, are not recognised as a distinct skill delivered at any level of study, despite the demand. While there are automation learning provisions integrated within some software engineering courses (Level 4 and 5)3 and robotics courses (Level 6, 7 and 8)3, these courses are not designed in the context of FinTech. And unless paired with practical experience, these courses may not equip learners with the skill set to navigate the complexity of these technologies in FinTech roles.

Skills in cluster context

The need for specialist technology and programming skills by the cluster is expected to continuously grow. Blockchain knowledge is directly required by the Fintech cluster as a specialist skill. Cybersecurity is in demand particularly in FinTech due to the need for web and cloud security1.

Specialist skills related to security are highly sought after in core cyber roles due to the increasing complexity of cyber threats across various domains. For example the convergence of IT and OT systems underscores the importance of securing operational technology to maintain the reliability and safety of industrial processes. The demand for these skills reflects the growing emphasis on protecting digital assets and infrastructure from evolving cyber threats.

Agile and project management skills are high in demand to roll out new features and products for firms within the FinTech cluster.

The cluster emphasised the importance of financial services contextual knowledge, provided either through on-the-job learning or via previous qualifications. Marketing and sales was also flagged as a key skill required in order to sell relevant financial products. Employers felt that soft skills underpinned finance and business skills, and are looking to recruit for and develop soft skills among candidates.

Furthermore, employers stated that they typically recruited candidates with Level 6 qualifications, but are keen to understand how they can attract individuals from Levels 3-5 (e.g. school leavers) in order to fill roles in these in-demand areas. This could open up opportunities to access a wider pool of talent who have completed qualifications from a broad range of disciplines relating to Financial Services, Marketing, Sales, Management, Software Engineering or Data Science, whilst considering a career start or career conversion in FinTech.

Cluster considerations: Tailored short courses or bootcamps targeting diverse entrants at different qualification levels (e.g. from GCSE up to Graduate)

• Continue the success of existing digital skills interventions such as Coding Academy (Level 3) that have proven to be practical and flexible - part time with multiple start dates/levels and locations. Expand these interventions that effectively equip talents with in-demand digital and transferable skills desired by employers to ensure more diverse talent can be reached.

• Collaborate with education providers to ensure in demand skills such as Blockchain can be integrated into existing FS/FinTech provisions at Level 63 (i.e. Banking and Finance). Alternatively, generic Computing, Data Analytics, and Artificial Intelligence courses can be tailored with a clear FinTech lens applied into it.

• Partner with the Cybersecurity Innovation Hub to collaboratively build a stronger and more robust Cyber talent pipeline through cross-cluster skilling initiatives.

• Expand collaboration with FE providers to build more accessible pathways to diverse talents through Levels 3 to 5 Apprenticeship schemes to fill entry level roles within the cluster. Specialist skills such as Data Science, Artificial Intelligence and Machine Learning, Financial Services Marketing, Agile and Scrum need to be included with hands-on FinTech or broader Financial Services experience.

b. Transferable skills such as Leadership and Coaching are essential for cluster transformation

Employers in the FinTech cluster have highlighted the criticalness and scarcity of transferable skills such as Leadership and Coaching among their more experienced staff1. And leadership skills need to evolve in response to the fast-paced nature of FinTech, with leaders expected to adapt swiftly to emerging trends, steer their teams through uncertainties, and foster a culture of resilience.

Some generic cross-cluster Leadership courses that are currently offered at Levels 2-5 and Level 73 such as Diploma in Principles of Leadership and Management x may require reevaluation to understand if current provisions still fit for purpose, or if any new courses are needed to meet specific cluster needs. These courses are currently held in person and may need to be reviewed for online and self-paced provision options.

Furthermore, within FinTech organisations specialist skills are rewarded with higher remuneration and career progression, and attitudes need to pivot for continuous learning and upskilling so that senior team members are better equipped with the transferable skills to develop workforce, make strategic decisions and prepare for the unknown. As a first step, FinTech employers are committed to updating job descriptions to demonstrate the demand for a combination of specialist knowledge and transferable skills1. Employers are also conscious of how they can foster a culture that fairly recognises and rewards the development of transferable skills like Leadership.

Cluster considerations: Provisions to develop transferable skills and drive behavioural and cultural change

• The FinTech cluster could work in partnership with learning providers to refine existing Level 2-5 and Level 7 Leadership3 provisions and ensure cluster specific modules or topics are included. Key modules such as communication, critical problem solving, resilience, agility and effective coaching should be integrated. Cluster specific topics such as Renewable Energy Finance, Blockchain for Renewable, and AI and Machine Learning are also critical to equip FinTech leaders for the transformative wave of change and uncertainty.

• Existing programmes such as ‘Sustainable FinTech Leadership Programme’59, delivered in collaboration between FinTech Wales and the London Institute of Banking and Finance (LIBF) needs to be leveraged. These targeted, part-time, and flexible programmes could help leaders manage existing work commitment and upskilling needs.

• The Open University provides some microcredentials concerning Leadership at Level 760. Modules such as Agile leadership and management created in collaboration with the Agile Business Consortium can help managers and leaders to learn and test key skills such as agile management, self-awareness and resilience, active listening, and continuous improvement. Employers could leverage microcredentials to make learning recognisable, shareable, and portable and ultimately drive a culture of continuous learning within the organisation and across the cluster.

c. Address need to attract women into FinTech careers

The cluster overwhelmingly felt that stronger representation of women was required, with attracting gender diverse talent cited as a key challenge that needed addressing among FinTech employers. While the cluster recognised the increasing efforts being made to recruit more women into senior positions across FinTech 61, the lack of women choosing careers in STEM still significantly affects employers for entry level roles. Employers expressed an interest in considering alternative pathways to attracting a more diverse pool of talent, such as targeting female career convertors. In addition to developing in-house gender diverse talent and opening up recruitment practices, employers stated they would like to expand to working with FE colleges to recruit people with greater experience from diverse backgrounds.

Cluster considerations: Developing agile and diverse pathways for women to enter FinTech

• Employers could work in collaboration with FinTech Wales and learning and training providers to co-design a FinTech pathway targeting female career converters. The provision can be provided at Levels 4-63, depending on previous qualifications and experience of participants with a focus on key skills such as Automation, Artificial Intelligence and Machine Learning, Data Science, Cybersecurity, and Blockchain. This initiative should focus on easing the transition into a FinTech role and providing targeted support and training regarding both FinTech specialist skills and transferable skills to make the career conversion smoother. Implementing coaching and mentoring programs, conversion courses and skills-building workshops can enhance the success of the transition.

FinTech Wales Speed

Interview

days and CAVC Skills Academy dropping in days are easier and quickly organised to give access to a more diverse talent pool to be able to talk about the industry and have those interactive conversations with the talent.”

Cluster employer

• Existing interventions such as Code First Girls Micro Degrees 62 - a 14 week, fully-funded, academy to achieve micro-degrees in software, Data or Fullstack need to be scaled up to reach more women beneficiaries. Currently, 10 women have successfully completed the programme.

• Propose the development of a cluster-wide Rotating Program designed for early-career talent from diverse backgrounds. This aims to enable individuals to gain diverse experience by exploring various roles within FinTech/Tech, and foster a well-rounded skill set. The program could help create a flexible and shared pool of talent, allowing employers to source skills based on the dynamic demands of the cluster, enhancing collaboration and agility.

Cluster Profile

Cluster profile

The MedTech Cluster in Wales is a diverse and innovative field that encompasses clinical trials, diagnostics, digital health, medical devices and pharmaceutical manufacturing 68; with the purpose of advancing healthcare through technology innovation 69 . Cluster in-demand specialist skills

The Cardiff Capital Region is home to mature medical devices and diagnostic companies, cuttingedge genomic research at Higher Education, NHS and a vibrantcohort of young MedTech companies. To build world leading capabilities, the cluster will require a range of specialist skills to fully integrate with NHS Wales and transform into next generation diagnostics 68. It is worth noting that 30% of jobs in the MedTech cluster require at least a Level 6 qualification, with a high proportion requiring Level 7 (8%) and Level 8 (6%) in comparison to other priority clusters3, recognising the demand of highly skilled people in this cluster.

When

it comes to skills gaps, employer said that:

We need a workforce which has both scientific skills combined with industry experience. Candidates usually offer one or other. Rarely both.” MedTech employer

This highlights the demand for individuals who are academically and scientifically knowledgeable but also equipped with relevant industry expertise and experience. For instance, employers felt it was difficult to attract and retain people with a background in clinical skills and a good understanding of updates and changes to regulatory requirements to maintain compliance and uphold patient safety and regulatory standards. This is particularly important when considering digital data security, ethical clinical practice and Brexit law changes with regards to producing medical devices and diagnostic tests.

Outlined in Figure 7 below is a list of cluster in-demand specialist skills. These have been identified based on multiple data sources including direct cluster stakeholder engagement1, Lightcast skills intelligence² and existing research and thought leadership in relevant domains.

These are then considered in more detail and critical skills requirements are highlighted based on gap analysis in Sections 3.5.3. Please note transferable skills are not covered in Figure 7.

7 MedTech in-demand specialist skills1, 2

Core skills Sub skills

Science and research

Digital

Advanced manufacturing

• Biochemical assays.

• Biology.

• Chemistry.

• Clinical pharmacology.

• Laboratory management.

• Research and development.

• Regulatory compliance.

• Artificial Intelligence and Machine Learning.

• Data analysis.

• Data science.

• Digital health.

• Programming languages (SQL, Python, C#, C/C++, Embedded C).

• Biomedical engineering.

• Internet of things.

• Medical devices.

• Procurement and supply chain management.

Critical skills and cluster considerations for addressing skill gaps

a. The growth of the cluster depends on acquiring a range of new skills concerning emerging technologies

MedTech employers emphasised that the growth of the cluster will be most significantly influenced by the acquisition of new skills relating to emerging technologies to improve diagnostic accuracy, streamline processes, and unlock innovative solutions that have the potential to transform patient care and outcomes1, 69. This drives demand for development in Artificial Intelligence (AI) and Machine Learning skills, as well as Digital and Computational skills. A new study found that an AI device which utilised sophisticated image recognition technology to scan mammograms detected up to 13 percent more breast cancers than radiologists70

Skills in cluster context

Science and Research skills are particularly important for MedTech due to their integral role in advancing medical innovation and improving patient outcomes.

The MedTech cluster requires certain recruits to understand pharmacology and laboratory management as they look to deal with emerging regulatory compliance requirements1

As Digital Health continues to grow, skills such as Artificial Intelligence (AI) and machine learning skills, as well as digital and computational skills and statistical literacy are high in demand for the cluster employers to meet evolving customer needs.

The rise of demand for Medical Devices has led to a requirement for MedTech specific engineering and manufacturing skills, such as Biomedical Engineering and Medical Devices. As a result, recruiting and training individuals with both medical engineering and clinical skills is key to taking full advantage of the market opportunities and consumer needs.

Employers underscored the importance of talent having both an understanding of data analysis and bioinformatics or clinical knowledge - in order to make sense of clinical data, from both laboratory research and from patient data, to optimise digital health products1. However, there is a recognised gap in joint provision of health and computing courses at all levels 3 to supply the digital health demand. Currently, Data Science, Computer Science and Artificial Intelligence are provisioned as separate qualifications to clinical qualifications in Levels 6-83. There are also data bootcamps available, but these are unlikely to have a focus on data science and artificial intelligence relating to Digital Health, presenting an indicative gap.

Figure

Cluster considerations: Integrating data and AI skills into clinical qualifications at multiple levels:

• The opportunity and potential benefits of adopting AI and Machine Learning into the MedTech cluster is evident. By leveraging the emerging technologies, MedTech can not only improve the efficiency of medical procedures but also contribute to the development of more personalised and more effective healthcare interventions. Given 33% of digital roles in MedTech require Level 6 and above qualifications 3 , integrating data science and AI into existing clinical and medical provisions through a degree Apprenticeship at Level 6 could help candidates develop necessary digital skills for MedTech careers, and future-proof them with real-world experience. As AI becomes more pervasive in MedTech and healthcare in CCR, there is potential to broaden the integration of Data and AI skills more widely across various qualification levels (Level 2 to 5).

• For existing employees, short, hybrid or part-time data science and AI bootcamps (Level 3) can be helpful to equip them with new skills needed to navigate Digital Health opportunities. Fast track adults training programmes such as Digital Bootcamp and Data Bootcamps71 can be leveraged by the cluster; with the cluster working closely to develop modules that are specific to MedTech such as applications of data science to bioinformatics and digital health and AI in MedTech.

b. There is demand for candidates with a combination of medical, clinical and advanced manufacturing skills

The rise of additive manufacturing, new cell and gene therapies, and the development of wearable technology and new medical devices often relies on the integration of advanced manufacturing processes and clinical knowledge, and has resulted in greater demand for Advanced Manufacturing-related skills such as Internet of Things and Embedded C (programming language) from the MedTech cluster1. Compound Semiconductors, for example, play a crucial role in the advancement of medical devices to enable more sophisticated and efficient healthcare products, which requires employees to have Embedded C skills in order to program these semiconductors within medical devices1 This creates a cross-cluster dependency and synergistic relationship between the MedTech and other clusters and industries within CCR, and will require more coordinated efforts for cross-skilling.

The flow of skills has increased with the development of a more dynamic ecosystem of higher education and further education offerings for learning and training, capacity is a challenge for MedTech. However, employers report that this has not been sufficient, and more people with specific skills in MedTech and wider life sciences who can work on the engineering side of their businesses are needed.1

Cluster considerations: Increasing medical engineering skills provisions beyond Level 6 with opportunities to gain real industry insights:

• More places may be needed on Medical Engineering (BEng) courses (Level 6) provided by Cardiff University72, and more volume of courses as such may be needed from additional providers at and beyond Level 6 qualifications to meet capacity requirements. Provisions such as vocational qualifications that are part-time or hybrid will help to test, practise and reinforce skills in a real MedTech working environment for existing workforce.

• The cross-cluster dependency between MedTech and Compound Semiconductor represents a unique opportunity for two clusters to form strategic partnership and join up efforts to approach engineering graduates and acquire specific advanced manufacturing skills. However, as for compound semiconductors, short contextual/conversational courses may be required to develop specific cluster insights and transition engineering graduates from other disciplines into MedTech.

• Personal Learning Accounts73 could assist to some extent but the earning cap of £30,596 has limited its applicability to the MedTech workforce, according to employers1. If the earning gap set for Personal Learning Accounts can be adjusted based on MedTech specific context, the scheme might be better utilised by the MedTech employers to meet skills needs.

c. Opportunities and challenges stemming from the ageing population

With 1 in 6 people expected to be aged 65 or over by 2050 69, there is an increasing demand for new medical devices, for which the cluster requires a blend of clinical, engineering and digital skills. In parallel, the ageing population has caused significant disruption in the nature and structure of the workforce which means that existing professionals in the MedTech sector are not always retiring as expected, and more needs to be done to either retain their skills through knowledge transfer or retrain them should they be encouraged to work.

Employers recognized the importance of shifting the traditional talent management approach from reactive to proactive and actions are needed now to tackle the challenge and prepare for the future. Skills-based strategic workforce planning is deemed to be critical for the cluster to jointly understand the skills they have today and skills they would need tomorrow, and be able to collectively address the gap informed by market intelligence. In a promising trend, MedTech employers have initiated investment in vocational qualifications and continuous development opportunities, signalling a commitment to upskilling the existing workforce1.

Cluster considerations: Retaining clinical knowledge through knowledge transfer and upskilling the ageing workforce to stay relevant

• Conduct organisation and cluster wide skills assessment and identify critical roles that need replacement as current employees retire. Skills intelligence produced by the CCR Skills Partnership and this skills discovery analysis should be utilised to inform MedTech and other clusters decisions on succession planning.

• Set up knowledge transfer programmes for mature employees and experts in the field to share valuable clinical knowledge and insights into new devices and therapies to potential successors. This aims to help prepare high potential individuals to fill key roles with real cluster insights and specialist Medical knowledge.

• Collaborate with FE providers to develop part time, flexible digital upskilling and reskilling programmes with multiple entry dates and provision location at Level 3 that targets the ageing workforce, enabling acquisition of new skills such as data analysis, programming for them to stay relevant as they extend their careers.

B. Capabilities Gap Analysis

Initially the provision mapping was created to identify what courses are available and at which level for the in-demand skills. These skills were matched to the skills identified by Geek Talent for different courses, with an additional check for courses based on course titles.

Green: The provision generally aligns to the job demand.

The demand for these skills has also been identified based on the demand from job postings identified in Lightcast.

By cross referencing the demand of job postings at the different levels along with the provision mapping, the gaps can be identified where there is a lack of provision combined with job demand at that level.

Orange: There is limited demand in the job market for skills at this level and provision would be considered as ‘generalist’, however some qualifications will include units to provide knowledge, development and/or awareness of the specified skills.

Red: No or very limited provision based on data available but there is demand from the job market. This should potentially be the priority areas of focus for the CDGP programme to provide targeted provisions to bridge the gap(s).

Digital - In-demand skills vs. provision

Agile Methodology and Scrum

Artificial Intelligence and Machine Learning

Automation

Cloud

Cybersecurity

Data Analysis

Programming

Languages

Software Engineering

Software Development

Test Automation

UI/UX Design

Blockchain Engineering

Coding and Web Development

*Vendor Qualifications

Net Zero - In-demand skills vs. provision

Battery and Hydrogen Technologies

Building Information Modelling for Retrofits

Decarbonisation Planning

Environmental Health and Safety

Waste Management

Environmental Impact assessments

Electric Vehicle Infrastructure Development

ISO 14000 Series

Resource and Energy Efficiency

Smart Grid Systems and Technologies

Sustainability Strategies

Environmental Resource Management

Advanced Manufacturing - In-demand skills vs. provision

Additive

Manufacturing

Computer

Integrated Manufacturing

Internet of Things

Process Automation

Prototyping Development

Value Chain Management

Electrical Engineering

Mechanical Engineering

Manufacturing Engineering

New Product Development

Advanced Product Quality Control

Environmental Resource Management

C. Cluster Specific Gap Analysis

Initially the provision mapping was created to identify what courses are available and at which level for the in-demand skills. These skills were matched to the skills identified by Geek Talent for different courses, with an additional check for courses based on course titles.

Green: The provision generally aligns to the job demand.

The demand for these skills has also been identified based on the demand from job postings identified in Lightcast. By cross referencing the demand of job postings at the different levels along with the provision mapping, the gaps can be identified where there is a lack of provision combined with job demand at that level.

Orange: There is limited demand in the job market for skills at this level and provision would be considered as ‘generalist’, however some qualifications will include units to provide knowledge, development and/or awareness of the specified skills.

Red: No or minimal provision based on data available but there is demand from the job market. This should potentially be the priority areas of focus for the CDGP programme to provide targeted provisions to bridge the gap(s).

No Fill: Not applicable.

Compound Semiconductors

Compound Semiconductors

Plasma-enhanced chemical vapour deposition

Photonics

Cleanroom protocols

Printed circuit boards

Integrated circuits

Electromechanics

Process, Equipment, Test and Facilities

Technical Maintenance

Shift Production

Engineering

Data Science

Programming

Languages

Creative Industries

Adobe After Effects

Motion Graphics

Special Effects

Film Production

Animation

Computer Science

Virtual Production

Gaming

User-Centred Design

User Experience (UX)

Sustainable Events and Production

Sustainable Design

Sustainable Building and Construction

Cybersecurity

Malware and Attack Technologies

Penetration

Testing

Forensic Techniques/ Analytics

Incident Response and Disaster Recovery

Network Security

Software and Hardware Security

Web and Mobile Security

Cloud Security

Operational Technology

Cybersecurity

Vulnerability Management

Identity and Access

Management

Compliance Risk

Requirements Elicitation

FinTech

Software Development

Automation

Blockchain

Cybersecurity

Programming

Languages

Artificial Intelligence and Machine Learning

Data Science

Agile and Scrum

Project Management

Financial Services

Marketing and Sales

MedTech

Biochemical Assays

Biology

Chemistry

Clinical Pharmacology

Laboratory Management

Research and Development

Regulatory Compliance

Artificial Intelligence and Machine Learning

Data Analysis

Data Science

Digital Health Programming Languages

Biomedical Engineering

Internet of Things

Medical Devices

Procurement and Supply Chain management

D. Employer Perception of the Spread of Critical Transferable Skills Across Key Clusters

Critical transferable skill requirement in the Cluster

E. Illustration of Provision

3

GCSE Science AS/A Level in Science HNC in Engineering (Advanced Manufacturing)

Award in 2D Computer Aided Design Certificate in 2D Computer Aided Design

Diploma in Aerospace and Aviation Engineering Diploma 3D Design Materials Techniques and Processes

Diploma in Engineering Diploma in Aeronautical Engineering

Diploma in Performing Engineering/ Manufacturing Operation

Diploma in Advanced Manufacturing Engineering

HNC in Engineering (Electrical and Electronic)

HNC in Engineering (Mechanical)

HNC In Building Services Engineering

HND in Engineering BEng in Electrical and Electronic Engineering

HND in Environmental Conservation Management

HND in Electrical and Electronic Engineering

FD in Engineering and Computer Science

HNC in Digital Technologies HND in Computing

Diploma In Engineering Technologies Diploma in Engineering Technologies HNC in Computing & Systems Development

Diploma in Electrical Installation Diploma in Engineering Technical Support

Award in Parametric Modelling Diploma in Electrical and Electronic Engineering

Diploma in Process Technology AS/A Level Design and Technology

Diploma in Fabrication and Welding Engineering Award in Domestic Commercial and Industrial Electric Vehicle Charging Equipment Installation

Diploma in Mechanical Engineering

Diploma in ICT Systems and Principles for IT Professionals

Extended Diploma in IT

HNC in Computing

BEng in Mechanical Engineering

BSc in Product Design

BEng in Electronic and Computer Systems Engineering

BSc in Business Management (Logistics and Operations)

BSc in Engineering Technology Management

BEng in Robotics Engineering

MSc in Product Design

MSc in Electronic and Computer Systems Engineering

MSc in Project Management Masters

MSc in Production Engineering Management

MSc Advanced Mechanical Engineering

MSc Data Science and Analytics

MSc international Supply Chain and Logistics Management

MSc Sustainable Supply Chain Management

MSc in Manufacturing Engineering Innovation and Management

MEng in Robotics Engineering

MSc Computational Methods in Architecture

MSc in (BIM) Smart Engineering

MSc Compound Semiconductor

Vendors

PhD in Robotics Engineering Prince2 Foundation and Practitioner

PhD in Electronic Engineering Prince2 Agile Foundation and Practitioner

PhD in Engineering Agile Project Management

PhD Compound Semiconductor APM Project Management

PhD Computer Science and Informatics

Lean Six Sigma Yellow, Green, Black and Master Black Belt

PhD in Civil/ Mechanical/ Aeronautical Engineering IOSH Managing Safely

NEBOSH General Certificate in Health & Safety

Digital 02

Illustration of Key HE & FE Provision in Advanced Manufacturing

Level 2

GCSE in Computer Science

Diploma for IT Users

Technical Diploma in Digital Technology

Diploma in Professional Competence for IT and Telecoms Professionals

Diploma in ICT Systems and Principles for IT Professionals

Diploma in Digital Application Support

Diploma in Engineering Technologies

Diploma information and Creative Technology

3

AS/A Level in Computer Science

AS/A Level in ICT

Diploma in IT Users

Diploma in Professional Competence for IT and Telecoms Professionals

Diploma in ICT Systems and Principles for IT Professionals

Diploma in IT

HNC in Computing and Systems Development

HNC in Computing (Cybersecurity/ Data Analytics/ Network Engineering)

HNC in Digital Technologies

HNC in Cloud Computing

HNC in Digital Technologies

Diploma in Professional Competence for IT and Telecoms Professionals

Diploma in Computing Diploma in Data Analytics

Diploma in IT Infrastructure

First Extended Certificate in ICT Certificate in Software Development

Essential Skills Wales Digital Literacy

Diploma in Digital Content Development

Diploma in Digital Media

Diploma in Digital Application Support

Diploma in Engineering Technical Support

Certificate in Engineering Technologies

Essential Skills Wales Digital Literacy

Diploma in IT Infrastructure

Diploma in Information Security Professional

Diploma in IT Solutions Development

HND in Computing BSc in Applied Software Engineering

HND in Computing and Systems Development

Diploma in Web Application Development

MSc in Technology Project Management Masters PhD in Computer Science and Informatics

Prince2 Foundation and Practitioner

BSc in Computer Science MEng in Electronic and Computer Systems Engineering PhD in Computer Science Prince2Agile Foundation and Practitioner

BSc in Computing MEng in Robotics and Artificial Intelligence PhD in Cyber Security SCRUM Master, SCRUM Product Owner, SCRUM Developer

BEng in Electronic and Computer Systems Engineering MEng in Robotics Engineering

BSc in Data Science

in Computer Science and Informatics

BSc in Computing with Creative Design

in Computing and IT Management

in Software Engineering

BSc in Computer Science with Security and Forensics MSc in Cyber Security and Technology

BSc in Computer Security MSc in Data Science and Analytics

BSc in Computer Games Design

BSc in Computer Applications Development

BSc in Computer Forensics

MSc in Cyber Security, Risk and Resilience

in Data Privacy and Cyber Security Agile Project Management

Web Services

MBA in Business Admin with Artificial Intelligence Ethical Hacker

MSc in Digital Forensics

Net Zero 03

Illustration of Key HE & FE Provision in Advanced Manufacturing

Level 2

3

GCSE Science Award in Net Zero and Sustainability

Certificate in Sustainability and the Green Environment

Award in Environmental Management

Diploma In Engineering Technologies Award in Domestic Energy Assessment

4 Level 5

HNC in Engineering

HNC in Construction and the Built Environment

Diploma in Construction Site Supervision

Diploma in Process Technology Award in Electrical Energy Storage Systems Award in Domestic Retrofit Assessment

Extended Certificate in Construction and the Built Environment

Core Construction and Building Services Engineering

Award in Electric/Hybrid Vehicle Routine Maintenance Activities

Diploma in Construction and Civil Engineering Operations

Award in Understanding Domestic Retrofit

Diploma in Engineering Technologies

HNC in Electrical and Electronic Engineering

Diploma in Civil Engineering HNC in Environmental Conservation Management

Diploma in Civil Engineering for Technicians

FD in Construction and the Built Environment

Diploma in Applied Science

Diploma in Plumbing and Heating

Award in Domestic Commercial and Industrial Electric Vehicle Charging Equipment Installation

Award in Electric/ Hybrid Vehicle System Repair and Replacement

Diploma in Energy and Carbon Management

Diploma in NonDomestic Energy Assessment

HND in Engineering

Diploma in Retrofit Coordination and Risk Management

HND in Environmental Management

HND in Environmental Conservation Management

HND in Electrical and Electronic Engineering

Diploma in retrofit Coordination & Risk Management

FD Sustainable Construction and Surveying

Diploma in Construction Management (Sustainable)

6 Level 7

BSc in Architecture

BEng in Architectural Engineering

Civil and Environmental Engineering

BEng in Civil Engineering

BSc in Environmental Geography

BSc in Environmental Sustainability Science

BSc Urban Planning and Development

BEng in Electrical and Electronic Engineering

NVQ Diploma in Construction Site Management

BSc in Construction Project Management

MSc in Engineering Net Zero

8

Vendors

PhD in Architecture IEMA Certificate in Environmental Management

MPhil in Earth Sciences PhD in Sustainable Environment IEMA 140001 Certificate

MSc in Architectural Design & Technology PhD in Built Environment IEMA Lead Environmental Auditor

MSc in Project Management PhD in Earth Sciences

MA in Architecture

MSc in Architectural Engineering

MSc in Computational Methods in Architecture

MSC in Civil and Geoenvironmental Engineering

MSc in Environmental Design of Buildings

MSc in Environment and Development

MSc in Sustainability Planning and Environmental Policy

MSc in Sustainable Energy and Environment

NEBOSH Environmental  Management Certificate

Lean Six Sigma Yelllow, Green, Black and Master Black Belt

APM Project Management

MSP Foundation & Practitioner

CITB Site Awareness Training Scheme

Solar Photovoltaic Systems NOS Mapped

Heat Pump Systems (Air/ Ground Source)

Domestic Hot Water Storage Systems

Electrical Energy Storage Systems

ECITB Wind Core

BPEC Part L

Electrical Vehicle Charging

BPEC Water Regulations

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