CDGP Skills Report - Executive Summary

Transformation

Cluster Development and G

rowth

Programme: Skills

Executive summary

March 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

Introducing the Cluster Development and Growth Programme (CDGP)

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.

5 priority clusters

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 core capabilities A demand driven approach

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 .

Cardiff Capital Region cluster development and growth programme skills report

2

Key skills discovery analysis findings

There are four lots underpinning the Cluster development and growth programme umbrella brand. 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 demand for professionals equipped with data analysis and cybersecurity skills applies to all clusters.

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.

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.

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.

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.

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.

3

Summary of priority skills recommendations for the CDGP

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.

There is unanimous agreement across CCR priority clusters 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 3 priority areas for focus.

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.

Priority skills recommendation 1

Running expanded Digital accelerator bootcamps to boost digital skills through two pathways – data and AI and cybersecurity and AI.

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.

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.

Key design considerations for the programme include:

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.

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.

01 should be the focus of the skills provision.

Qualification

Levels 3-5

8 weeks

02 of blended learning to include Data, Cybersecurity, AI, and critical employability skills such as communication.

03

4 weeks

work-based learning in partnership with the CCR clusters employers.

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. There is a pressing need for new and more targeted provisions to address this gap, serving two primary purposes:

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

Support priority clusters and industries, namely Advanced manufacturing, compound semiconductors 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.

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

Key design considerations:

• 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.

• Include a series of workshops and lunch and learn events in the design to support idea exchange and sharing of good practice among management and leadership teams across clusters.

• Key skills to be covered include 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

Key design considerations:

• 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.

• 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.

• 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.

• Key skills to be integrated into the provision design include Environmental Resource Management, Smart Grid Systems and Technology, Battery and Hydrogen Technologies, Waste Management, Resource and Energy Efficiency and Sustainability Strategies.

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. Key design considerations to support CCR employers in delivering blended learning that can be integrated into ways of working for leaders with minimal business disruption:

Existing Level 2-5 and Level 7 classroom-based Leadership provisions should be revisited to better meet cluster demands through updating mode of delivery and content. Priority skills highlighted by employers include coaching, problem solving, adaptability, communication and management.

CCR employers that have delivered similar upskilling interventions could be engaged to share good practice, and potentially leverage or upscale if appropriate.

Provide immersive learning, peer learning groups, integrated communities and supervisor-led coaching to encourage skill reinforcement and generate sustained behavioural change.

Through collaboration of employers, CCR and training providers, a list of recognised and endorsed transferable skills provisions can be developed to ensure learning quality and consistency – similar to Personal learning accounts approved courses.

4

Summary of wider considerations for policy makers/ employers

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

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.

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.

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. 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.

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.

Stakeholders Example metrics

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

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

CDGP Skills improvement at proficiency level over time.

Example impact measurement metrics

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.

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.

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.

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

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 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.

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 midcareerists 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.

5

Summary of recommendations for learning and training providers

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.

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

Contextualisation

There is a common need for learning and training provisions to be further tailored to reflect specific cluster context. This can be done by by collaborating more closely with cluster stakeholders to offer 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.

01

Scalability

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 such as the Digital bootcamp and Data Bootcamps run by Cardiff and Vale College and Code First Girls Micro Degrees leveraged by FinTech, etc. should be expanded to ensure more high quality upskilling opportunities

Practical application

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.

Flexibility and accessibility

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 first 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.

02 03 04

6

Cluster challenges and recommendations

– summary

Compound semiconductors

Cluster challenges and recommendations

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.

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 8 3 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 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

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 4-6 3 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.

Cluster in-demand specialist skills

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

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 approved courses27.

Digital

• Process, equipment, test and facilities technical maintenance.

• Shift production engineering.

• Data science.

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

Please refer to the cluster profiles in the full report for detailed analysis

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

Cluster employer

Creative industries Cluster challenges and recommendations

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 5 3. 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 callenge 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 sesign 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 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.

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.

Cluster in-demand specialist skills

Core skills Sub skills

Editing

• Adobe after effects.

• Motion graphics.

• Special effects.

Film and TV

Digital

Recommendation 3:

Inspiring women and girls to consider Creative as a career choice through enhanced communication and sufficient 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. 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 Wales 36 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.

Net zero

• Film production.

• Animation.

• Computer science.

• Virtual production.

• Gaming.

• User-centred design.

• User Experience (UX).

• Sustainable events and production.

• Sustainable design.

• Sustainable building and construction.

Please refer to the cluster profiles in the full report for detailed analysis

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

Cluster employer

Cybersecurity

Cluster challenges and recommendations

Cluster challenge 1:

Specialist cybersecurity skills

The biggest challenge is finding suitably qualified candidates, or experienced candidates with core cybersecurity specialist skills11. 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-place-train” 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 “Engageplace-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 Bootcamp 45 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

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.

Cluster in-demand specialist skills

Core skills Sub skills

Defence and attack

Security

• 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.

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 clustersponsored 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.

Governance and management

• Compliance risk.

• Requirements elicitation.

Please refer to the cluster profiles in the full report for detailed analysis

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

FinTech

Cluster challenges and recommendations

Cluster challenge 1:

Specialist FinTech skills

Nearly 55% of FinTech employers within CCR 2 are 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 and training providers to ensure in demand skills such as Blockchain can be integrated into existing FS/FinTech provisions at Level 6 3. 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:

Development of key transferable skills

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 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:

Integrating transferable skills into existing skills provisions

• The FinTech cluster could work in partnership with high quality learning providers to refine existing Leadership 3 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.

Cluster in-demand specialist skills

Core skills Sub skills

Technology and programming

Data and AI

Project management and Agile

• Software development.

• Automation.

• Blockchain.

• Cybersecurity.

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

• Artificial intelligence and machine learning.

• Data science.

• Agile and Scrum.

• Project management.

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 4-6 3 , 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.

• 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. 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.

Finance and business

• Financial services.

• Marketing and sales.

Please refer to the cluster profiles in the full report for detailed analysis

... 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

MedTech

Cluster challenges and recommendations

Cluster challenge 1:

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

There is great demand from the MedTech cluster for the workforce to develop 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 levels 3 to supply the digital health demand.

Recommendation 1:

Integrating data and AI skills into clinical qualifications at multiple levels

• 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.

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.

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.

Cluster in-demand specialist skills

Core skills Sub skills

Science and research

Digital

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.

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.

Please refer to the cluster profiles in the full report for detailed analysis

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

MedTech employer

7

Supply side perspective and current provision across 3 core capability areas

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.

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.

Whilst many jobs have a requirement for Data Analysis, they can only acquire this skill from subjects which data is a secondary skill. At Level 4 and 53 data skills need to be acquired from courses such as Engineering and Computing which may not provide the specificity required for various roles.

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 5 3 . 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.

roles which have a requirement for data skills within CCR. 35%

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. 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.

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.

More than 50% of FinTech cluster companies anticipate greater demand for AI roles.

of job roles across all clusters require cybersecurity skills. 24%

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. 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.

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 between 2021-2022 . 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.

More specialised roles but the demand is significantly limited among priority clusters.

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.

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. The increasing pace at which net zero-related jobs will change means that the courses will have to include contextualised modules tailored for cluster nuances.

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.

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 multi-level 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.

Common next zero skills to support cross-cluster demands.

Construction and retrofit are at the forefront of delivering 5 defined priority areas in achieving CCR’s Energy vision.

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.

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.

Opportunity for advanced manufacturing cross-skilling to create synergistic outcomes for Compound semiconductors and MedTech.

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 5 3 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 in particular for more experienced workers to find courses aligning with their work schedules and personal commitments.

Levels 4-5 are key gaps in provision for Advanced manufacturing skills.

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.

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.

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.

Net Zero transition is of utmost urgency for Advanced manufacturing, as well as the Compound semiconductor and MedTech clusters.

The need for critical transferable skills across clusters

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.

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 middle-management upskilling on Leadership skills is the top priority that needs to be addressed in the short term. Employers 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.

Middle management upskilling on Leadership skills is the top priority to be addressed in the short term.

Credentialing platforms

The absence of credentialing 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 Apprenticeships25.

There are also opportunities in considering further development or expansion of alternative delivery methods such as Bootcamps and academies, to quickly accelerate critical transferable skills and specialist skills gaps in each cluster.

Leverage credentialing platforms to enable skills acquired outside of formal education to be recognised and utilised.

STEM subjects still gain less interested than required, despite being vital to most CCR priority clusters.

8

Next steps

Following the Lot 1 and Lot 2 discovery analysis, there are key next steps to be considered to carry forward the momentum from the Cluster growth and development programme and drive system change.

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. 01 03 05

Design “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 interview opportunities in relation to high in-demand roles.

Arrange a co-design workshop in March 2024 to align on key priority areas and design considerations, and obtain the commitment from relevant stakeholders ranging from employers to learning and training providers for skills solution building and delivery.

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 underemployed, 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.

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 to develop more adaptable and aligned workforce.

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.

Citations

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Thank you

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