Addressing Our Ageing Population - Training Our Older Workers
The pace of change in public policy relating to post-16 education and apprenticeships has rarely been higher. But these changes have created new opportunities for employers to support existing staff, including older workers, to stay in meaningful employment, with relevant, up-to-date skills, and opportunities to progress.
Changes that started with apprenticeships are now extending into other forms of post-16 education. Soon this will reach into higher education too, as government seeks a more flexible education and training system that better supports employers to access the skills they need, and enables adults to engage in lifelong learning.
Much of the focus of public investment in education and training is understandably on better enabling young people to enter the labour market and build careers. But, faced with what some economists are calling ‘the tightest labour market in 50 years’ (in part due to a rise of 550,000 in the number of people aged 50-65 leaving the labour force), employers need to consider how their training and development activity can help to retain and grow talent within older workers too.
Key changes to education and training policy
Changes to apprenticeships are probably the best-known element of reform for employers. A combination of the introduction of apprenticeship standards (developed by employers, and now available in over 600 specific occupation), combined with the introduction of the Apprenticeship Levy, has spurred more employers to use apprenticeships to upskill existing staff. A relaxation of funding rules, to allow people with extensive levels of prior attainment to undertake apprenticeships, has further helped employers to invest funds in older staff.
T-levels aim to prepare young people aged 16-18 for skilled employment (or further study) within sectors. They aim to get young people to what Government calls ‘threshold competence’ - ready to become fully occupationally competent once they start work. Approved by the Institute for Apprenticeships and Technical Education and rooted in employer-defined requirements, T Levels will be made available to adults once delivery for young people is fully established over the coming years.
Major changes are also underway to grow higher technical education – described by some commentators as the ‘missing middle’ of the English education system. Level 4 and 5 courses (such as HNDs and Foundation Degrees) sit between A-levels (level 3) and Bachelor’s degrees (level 6). The number of learners undertaking level 4 and 5 qualifications has been in decline, unlike other G7 nations where it is a popular choice for adults and young people who seek a higher level qualification without requiring a three/four year degree. Around 1 in 5 jobs in England are thought to require level 4/5 quals – many of these roles are currently filled by graduates holding level 6/7 degrees. In response, a new suite of qualifications and changes to funding are proposed, aiming to stimulate learner and employer demand for these classroom-based qualifications.
Government also appears keen to foster more short courses – typically lasting up to a few months – in higher education, providing flexible, bite-sized learning that gives employers and learners the specific skills needed to succeed. Pilot projects funded by the Office for Students are now underway, with further expansion anticipated in the diversity and flexibility of learning programmes offered by universities.
Meanwhile, Government is pushing ahead with a significant review of qualifications below level 3, seeking to reduce the number of qualifications and make those that remain better aligned to employer requirements.
Employer Training Provision
While colleges, universities and training providers adapt to a changing landscape, recent years have also seen the emergence of more employers willing to take on the job of training their own staff. Employer Training Providers in apprenticeships are responsible for managing funding, delivering training, supporting apprentices, and maintaining the quality of programmes for learners of all age. There are many benefits to delivering training internally, including;
Making the most of your Levy funds - with full control of the whole apprenticeship process, employers can maximise the use of their levy, ensure efficiency at every stage, and deliver the most cost-effective training.
Designing and delivering programmes around the specific corporate brand values and skills needs.
Monitoring the quality of delivery - within the first year of setting up as an Employer provider, organisations are visited by Ofsted to ensure the right tools, people, and processes are in place to deliver quality training.
Enhancing the skills of experienced staff too - by delivering in house, the more experienced members of a workforce have the opportunity to develop into coaches and mentors.
Over 400 companies (so far) have made the decision to become Employer Providers, utilising their levy pot to directly tackle the skills needs of their organisation. However, there are significant responsibilities which must be considered before deciding if this is the right route for your organisation. For example, providers typically employ admin staff (to manage compliance with funding rules), trainers and assessors (competent in the delivery of learning programmes), and quality assurers (to oversee programme quality). If these responsibilities are not properly monitored and actioned, Ofsted and ESFA audits could negatively impact the reputation of a business. Not all organisations will have the capacity to deliver themselves, but they can successfully collaborate with expert training providers to implement skills programmes that build a capable workforce.
Strengthening Pathways to Skills
We see little evidence that policy makers or providers have yet got to grips with the need among employers to retain and further develop talent among older workers. If current trends labour market trends continue, more and more businesses will find themselves struggling to find the skills they need in challenging labour market, as high numbers of over-50s choose to retire early.
FE news’ focus groups have highlighted a growing need for flexibility in training provision, especially for our older workforce who require the ability to fit learning around their other commitments (eg. caring responsibilities). Part-time learning, flexible courses, and short courses, offer opportunities for our ageing workforce to engage with their learning around their lives. Our final article in the series will consider the needs of our ageing workforce as they reskill and upskill; the benefits to workforce wellbeing, resilience, and job satisfaction.