Sector

Qualifications
Strategy
 Contents

Section 1: Executive Summary 3

Section 2: Scope of the SQS 8

2.1. UK-WIDE SCOPE OF THE SQS 8

2.1.1. Sector coverage 8
2.1.2. Occupations covered 8
2.1.3. Employment 9
2.1.4. Geographical distribution of those employed in the Creative Media Industries 12
2 .1.5. Population of learners 12
2.1.6. Range of provision and types of current qualifications 13

2.2. KEY ISSUES AND PRIORITIES 14

2.2.1. Key Priorities for the Sector in terms of Qualifications and Other Learning Provision 14
2.2.2. Government Policies 14

Section 3: Sector Working Environment 20

3.1. FEATURES OF THE WORKING ENVIRONMENT 20

3.1.1. Characteristics of the Workforce 20
3.1.2. Employment and Recruitment 21
3.1.3. Changes in the Sector 21

3.2. WORKFORCE TRENDS. 22

3.2.1. Demand 22
3.2.2. Technology 23
3.2.3. Competition 23
3.2.4. Legal and Compliance Frameworks 24
3.2.5. Globalisation 24

Section 4: Summary of Current Qualifications and Other Learning Provisions 25

4.1. TYPES OF QUALIFICATIONS WITHIN THE SKILLSET SECTOR 25

4.1.1. Sector-related Qualifications 26
4.1.2. Types of Accredited Qualifications used within the Sector 27
4.1.3. Other Types of Provision used within the Sector 31
4.1.4. Interrelationships 33

4.2. QUALIFICATIONS ANALYSIS 34

4.2.1. Take-up information 34
4.2.2. Future Information Requirements 37

4.3. MATCH TO EMPLOYERS’ NEEDS 38

4.3.1. Qualifications and Other Learning Provision Used by the Sector 38

Section 5: Other Sector Uses of Qualificaytions 54

5.1. QUALIFICATIONS USED FOR REGULATION OF PRACTICE 54

5.2. QUALIFICATIONS USED TO PROMOTE CUSTOMER CONFIDENCE AND TO PROTECT CONSUMERS 54

Section 6: How the SSC or SSB will Help 55

6.1. VISION 56
6.2. COLLABORATIVE ACTION 63
6.3. FUTURE WORK 65
6.4. HOW THE SQS WILL BE MONITORED AND EVALUATED 68

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2
Sector Qualifications Strategy
1. Executive Summary
1.1 Introduction
As the Sector Skills Council
for Creative Media, Skillset is
responsible for working with industry,
government, key partners and
stakeholders to identify and tackle
the skills and productivity needs
of the sector throughout the UK.
Skillset’s aim is to make sure the
Creative Media Industries have the
right people, with the right skills, in
the right place, at the right time.
The Sector Qualifications Strategy
(SQS) follows on from the Sector
Skills Agreement (SSA) process.
Building on the work carried out in
the development of the SSA, and
also informed through other strategic
sector engagement and labour
market research activities, the SQS
looks to address issues and priorities
identified in relation to qualifications
and other learning provision used
or needed by the Creative Media
Industries. The SQS is a UK-wide
strategic document that will provide a
basis for planned, intensive activity by
all stakeholders, to realise the sector’s
vision for future qualification and
learning provision that is demand-led
and that supports progression and
development at all levels.
1.2 Scope of the SQS
This SQS relates to sectors in the
Creative Media Industry and which fall
within Skillset’s footprint. The publishing
sector was added to Skillset’s footprint
in April 2008, by which time the SQS
had been developed and approved.
Before the publishing sector can be
incorporated in the SQS, a full
programme of research must be carried
out and a Sector Skills Agreement
produced. This is to ensure the
aspirations and recommendations for
the development and review of
provision for the sector accurately
reflects the skills needs and gaps in
the sector. Following the completion
of a comprehensive programme of
research and the analysis of labour
market information, an SSA for
publishing will be produced. This
will provide the evidence to inform
the recommendations and priority
actions for publishing in the SQS.
The SQS and SQS Action Plans
will then be refreshed in order to
incorporate publishing and to fully
reflect the education, training and
development needs of the sector.
This SQS, therefore, includes in scope is a high concentration of the industry
all of the other sectors in Skillset’s in London and the south east, where
footprint, which represents the UK’s 54% of the entire sector workforce
Creative Media Industry. They are: is based. This compares with as little
television, film commercials, corporate as 5% in Scotland, 3% in Wales, and
production, radio, interactive media, 2% in Northern Ireland.
computer games, animation, facilities These characteristics are pertinent to
and photo imaging. This diverse the SQS and its scope. The current
footprint is characterised by a young, education profile puts the sector’s
predominantly graduate workforce. attention on higher level skill
A high proportion of those working development. The employment status
in the industry do so on a freelance of the workforce, and the high
basis, or are employed in small to proportion of freelancers working in
medium sized enterprises (SMEs). In the industry, means that provision
terms of geographical location, there must be flexible and affordable.
3
The imbalance in geographical
distribution has further implications in
relation to access and the need for online
and distance learning delivery models.
The SQS also necessarily takes into
account the current and emerging
government policies that relate to
education and training across the UK.
There are consistent drivers in the
four nations, such as an emphasis
on demand-led provision and the
need to provide progression routes
that support individual development.
Equally, there are clear distinctions
and differences in emphasis that the
SQS must respond to and which the
SQS Action Plan must allow for.
In assessing the key government
priorities and policy in the four nations
against the key priorities of the sector
for qualifications and other learning
provision, there is evident synergy.
Shared priorities include:
• a
 demand-led offer in which
industry are engaged in design,
development and delivery;
• a
 more flexible offer that supports
access, progression and entry to the
workforce by people from more
diverse backgrounds;
• funding models that support the
expansion of industry training and
access to industry accredited
training schemes;
• a
 robust and effective information
advice and guidance (IAG) offer;
• o
 pportunities that support continued
professional development (CPD),
particularly the development of
higher level skills in business and
leadership and management, and
• the encouragement of sustainable
partnerships between industry and
education to support collaborative
delivery and access to high quality
education and training at all levels.
1.3 Sector Working
Environment
The features of the working environment
in the Creative Media Industries must have
an impact on how qualifications and other
learning provision are developed. Three
key factors that impact on how provision
needs to be tailored to meet the needs
of industry are: characteristics of the
workforce, employment and recruitment,
and changes in the sector.
A consideration of these key factors
highlights a number of considerations
that qualification review and the
development of new qualifications
and provision must take into account.
These include:
• a
 vailability of unitised and credit
based qualifications at all levels to
support credit accumulation and
access to qualifications of varying
sizes;
• fl exible delivery models, including
online and distance learning;
• robust IAG and careers guidance
linked to qualification development;
4
• n
 ew development that supports
access, progression and entry into
the workforce by people from
a more diverse range of backgrounds.
An analysis of current workforce trends
and futures analysis also contributes
to the wider working environment and
has a significant impact on the
development of new provision. There
are key drivers of change that impact
on the Creative Media Industries and
on which futures analysis has been
conducted. These are: demand,
technology, legal frameworks,
competition and globalisation.
In assessing these drivers in the context
of qualifications and other learning
provision, key factors emerge that
must influence the development of
future provision. These include:
• r apid changes in technology and
professional practice, resulting in
the need for access to continued
professional development;
• increasing sector and platform
convergence, resulting in the need
for cross-discipline and multi-
disciplinary working;
• g
 aps in higher levels skills in
business, leadership and management
to support and sustain freelancers
and small to medium sized
enterprises (SMEs);
• the articulation of economically
valuable skills to support the
competitiveness and economic
growth of the sector.
Effective consideration of the
characteristics and sectoral trends of
the workforce will help to ensure that
provision for the sector is accessible,
beneficial and of relevance to those
working in the industry and those
aiming to progress into it.
1.4 Summary of Current
Qualifications and Other
Learning Provision
The different types of current
accredited qualifications and other
learning provision in the scope of
this SQS include: sector related
qualifications, vocational qualifications,
occupational qualifications,
apprenticeships, undergraduate and
postgraduate courses, and other
higher level provision. Non-accredited
provision used by the sector and also
in scope includes: industry training
schemes, new entrants training
schemes, informal short course
provision, vendor qualifications and
Skills Passports.
A detailed summary of this offer
in relation to type and purpose is
essential in order to make sense
of the current, fairly complex
offer available. The articulation
of qualification purpose helps to
make the distinction between those
qualifications and provision that
are used by the sector, and those
that the sector values for broader
educational purposes.
There are many sector related
vocational qualifications that
the sector values for their broad
introduction to creativity and for their
contribution to the development of
media literacy, a transferable skill
strongly supported by the industry.
However, there are far fewer pre-
entry preparatory qualifications, those
vocational qualifications that are
currently used by the sector.
There is a high volume of accredited
provision in related subject areas for
14-19 education, further education
and higher education, and the take-
up figures for these qualifications is
high. However, much of the provision
that the sector currently uses is non-
accredited and largely consists of
industry training and non-formal short
course provision. In many areas of
the Creative Media Industries there
is receptiveness to qualifications and
accredited provision, particularly
those that develop higher level
skills in more transferable areas
such as business, management
and leadership.
Through the Sector Skills Agrreement
(SSA) process and the development
of separate Sector Strategies, an
analysis has been carried out on
the sectors’ use of qualifications,
their perceived value and the areas
in which industry is receptive to the
5
development of new accredited
provision to meet their skills needs.
Although the needs of the sectors
vary to some extent, there are a
number of consistent themes that
have emerged as a result of this
analysis. These include the need for:
• p
 re-entry preparatory qualifications
that develop relevant transferable
skills and a broad understanding
of the sector and of the breadth of
job roles in it;
• m
 ore flexible, unitised, higher level
programmes and CPD courses,
particularly in business, and
management and leadership;
• a
 Level 3 preparatory qualification
that offers an induction into
the Creative Media Industries,
incorporating knowledge and skill
development in the areas such
as health and safely, intellectual
property rights and professional
working practices, and
• o
 ccupational qualifications and
apprenticeships in discrete
occupational areas to support
access to accredited work based
training and the development
of more diverse entry routes
into employment.
1.5 Other Sector Uses
of Qualifications
Qualifications are not used as a
licence to practice in the Creative
Media Industries. However, in discrete
occupational areas, employers
and practitioners support formal
recognition of the demonstration of
competence in the workplace in the
interests of health and safety. In more
technical and craft grades in film and
television, such as grips, stagehands
and lighting technicians, National
Vocational Qualififcations (NVQs)
have been developed to achieve this
end. As a means of demonstrating
professional competence and
the achievement of the NVQ, a
Skills Passport scheme has been
introduced in these areas.
be made and applied to the review progression into employment in
of existing provision. New pre-entry the sector. The Creative Media
preparatory qualifications can be Industries are keen to engage with
developed that are demand-led, the development of higher level skills
supported by blueprints containing provision, including short course
the requirements that set out the and CPD provision, to target skills
specific needs of the sector. gaps in new entrants and the
existing workforce.
Partnership working will also
contribute towards realising the
sector’s view of undergraduate,
postgraduate and other higher level
provision. Again, the distinction
is required between those
undergraduate and postgraduate
programmes that carry broad
educational value and the more
practical, vocationally orientated
courses that seek to support

1.6 How Skillset will Help

to Realise the Future
The sector’s view of the future in
relation to qualifications and other
learning provision is ambitious,
demanding a dynamic approach to
both process and partnership as a
means of achieving its vision. The
scope remains inclusive, recognising
that the value of learning goes
beyond that which is used directly
by the sector; clarification around
qualification purpose will help to
simplify a currently complex picture.

Skillset will help to realise the sector’s

view of qualification and other
learning provision through close
partnership working with awarding
bodies, higher education, industry
practitioners, regulatory authorities
and other key stakeholders. By
working in partnership, the distinction
between sector related qualifications
valued by the sector and preparatory
qualifications used by the sector can

6
The sector is seeking a qualifications
and provision system that supports a
number of underlying aspirations that
characterise this SQS. They are:
• a
 simplified system in which the
distinction between the wider
educational value and the sector
use of qualifications is explicit;
• a
 coherent system that supports
progression at all levels and for
all learner populations, including
freelancers and those employed in
the sector;
• a
 n accessible offer that supports
take up from a more diverse range
of learners;
• a
 sustainable offer, with funding
models and delivery methods that
support take up and completion;
• the availability of flexible,
accredited, unitised provision
that is more accessible for
those in employment or those
wishing to take their learning and
development in stages;
• a
 demand-led offer that leads
to the development of new
provision in discrete areas where meets the needs of industry,
it is needed and supported by maximising opportunities for more
the sector. flexible funding models, unitised
qualifications that can be taken in
In order to make these aspirations
stages, and credit accumulation
a reality, practical strategies are
and transfer;
recommended, the detail of which
will be fully worked through in the • the widening of access
SQS Action Plan. The proposed to accredited work based
strategies to affect change are: education and training through
the development of new
• the distinction between vocational
apprenticeship frameworks and
qualifications used by the sector
occupational qualifications, and
and sector-related vocational
the accreditation of industry
qualifications that are not used by
training, in priority areas identified
the sector, but that are supported by
by the sector;
it for their broad educational value;
• the roll-out of schemes that
• the creation of a simplified offer of
represent skills solutions for
industry approved or supported
industry, such as the Skills
pre-entry preparatory and post-
Passport scheme in safety critical
entry higher level qualifications
grades in film and television;
that are used by industry and
effectively meet its needs; • the support for partnership
building and collaboration
• the development of blueprints to
between industry and education
support and inform Vocational
through Skillset’s Approvals and
Qualification (VQ) revision and
Accreditation schemes, as well
development;
as other networks and initiatives.
• the development of higher level
provision that more successfully
7
Sector Qualifications Strategy
2. Scope of the SQS
2.1 UK-wide Scope of the SQS
Skillset’s footprint embraces a wide
range of occupational groups, many
deploying highly specialised skills.
Overall, the industry is characterised
by a young, predominantly graduate
workforce, with freelancing very
common in many roles. However,
sectors vary greatly in terms of
demographic characteristics. Film
production, commercials and
corporate production, which are
almost exclusively in the business of
content creation are almost entirely
freelance, male-dominated and
utilise a wide range of skills, many
of them non-graduate at entry level.
Television and radio are younger,
have a higher representation of
women and recruit mainly graduates,
both from media studies courses and
other disciplines, employing people
in both specialist and generic roles.
The newest sectors such as games
and web design are extremely young,
and virtually all new entrants are
graduates from relevant disciplines.
2.1.1 Sector coverage
This SQS relates to sectors in
the Creative Media Industry
and which fall within Skillset’s
footprint. The publishing sector
was added to Skillset’s footprint
in April 2008, by which time the
SQS had been developed and
approved. Before the publishing
sector can be incorporated in the
SQS, a full programme of research
must be carried out and a Sector
Skills Agreement produced.
This is to ensure the aspirations
and recommendations for the
development and review of provision
for the sector accurately reflects
the skills needs and gaps in the
sector. Following the completion
of a comprehensive programme of
research and the analysis of labour
market information, an SSA for
publishing will be produced. This
will provide the evidence to inform
the recommendations and priority
actions for publishing in the SQS.
The SQS and SQS Action Plans
will then be refreshed in order to
incorporate publishing and to fully
reflect the education, training and
development needs of the sector.
The industry embraces activities
dedicated to producing and distributing
content across all creative media platforms
– such as television, radio, film, games
consoles, the internet and others
that provide support to these sectors
– such as post production and
equipment hire. Across the UK, these
industries combined now provide
employment for over 400,000 people,
contributing over 3% of Gross Value
Added (GVA) to the UK’s economy.
Between 1993 and 2003, employment
in TV, radio and film grew at a rate of
8
5% per year, with further sustained
growth forecast over the next five years.
The industry employs one of the most
highly qualified workforces in the economy,
with over two thirds qualified to at least
graduate level. It is also very heavily
reliant on freelancers and sole traders,
particularly in areas involving creation
and production of content. This creates
widespread demand for self-managed
learning and continuing professional
development, along with up-to-date
careers information, advice and guidance.
2.1.2 Occupations
covered
The sector is characterised by a very
wide range of occupational groups
and roles, many of which employ
few people, deploying very highly
specialised skills, frequently in scarce
supply. While some occupational
groups such as journalism have
relatively clearly defined routes of
qualification, entry and progression,
there are others in evolving sectors
such as interactive media which
have defied attempts at mapping
of occupations or career paths.
The following list represents the
defined occupations within the
Creative Media Industries that are the
categories used for research and labour
market information (LMI) purposes:
• Producing
• Production
• Journalism and Sport
• Radio Broadcasting
• Television Broadcasting
• Programme Distribution
• Transmission
2.1.3 Employment
The Skillset Employment Census 2006 estimates around 205,550 people
to have been working on Census Day in the sectors covered. This figure
excludes film production, performers and photo imaging, all of which are
accommodated within separate cycles of research, and freelancers not
working on Census Day. Intelligence from those other sectors indicates
a total Creative Media Industries workforce of around 400,000 people
Figure 2.1.1: Employment in the Industry by Sector

• Broadcast Engineering Sector Total employed on Census Day

FILM
• Studio Operations
Cinema Exhibition 16,600
• Interactive or Games Production Film Distribution 1,200
• Interactive or Games Operations TELEVISION
Terrestrial TV 20,800
• Interactive or Games Business
Cable & Satellite Television 13,700
• Draw/Stop Frame Animation Independent Production (TV) 20,950
• 2
 D/3D Computer Generated Community TV 250
Animation TV Distribution 150
RADIO
• Art and Design
Broadcast Radio 22,400
• Camera Independent Production (Radio) 400

• Costume/Wardrobe ANIMATION
Animation 4,700
• Library/Archives
INTERACTIVE MEDIA
• Lighting Web & Internet 29,000
Offline Multi-media 9,700
• Make-Up and Hairdressing
Interactive TV 650
• Post Production Mobile Content 400
• Sound COMPUTER GAMES
Computer Games 8,850
• Special Physical Effects
FACILITIES
• Runner Post Production 7,800
• Film Distribution Special Physical Effects 1,450
Studio & Equipment Hire 7,000
• Cinema Exhibition
Outside Broadcast 600
• Performance Processing Laboratories 300
Transmission 1,750
• Photography
Manufacture of AV Equipment 3,600
• Picture Libraries and Agencies Other Services for Film and TV 22,550
• P
 hotographic Retail, Labs and OTHER CONTENT CREATION
Image Producers Commercials Production 3,500
Corporate Production 6,350
• Manufacturers / Support Services
Pop Promos 900
• Processing Laboratories Total 205,550
• A
 ll Other Occupational Groups e.g.
HR, IT, Admin, Sales and Marketing

9

Film
The UK film industry provides
employment through the supply
chain from development and pre-
production, through production, post
production, distribution, to cinema
exhibition. The predominant sector
in terms of employment and skill
levels is production. Virtually everyone
involved in feature film production is
freelance, with companies set up and
crews assembled for the duration
of a production. There is therefore
no stable, permanent workforce as
such, so it is misleading to present
an employment estimate for the
sector. However, it is estimated that
around 10,000 people worked on UK
productions during the calendar year
in 2004. The production sector as a
whole is older than the average across
the Creative Media Industries, many
roles are male-dominated, and non-
graduates are recruited into substantial
numbers of roles at entry level.
Television
The TV industry comprises
around 1,900 business providing
employment to a workforce of around
56,000. Around three quarters
work either for broadcasters or
independent production companies
producing content for broadcasters,
and the remaining quarter for
cable and satellite companies.
The TV industry is heavily reliant
on freelancers, but especially the
independent production sector
of whom over half are freelance.
Representation of women is higher
10
than the wider Creative Media
workforce (45% compared with
38%), as is that of black, Asian and
ethnic minorities (8% compared
with 7%).
Radio
The radio industry provides
employment for around 22,000
people. The vast majority are
employed either in the BBC or
commercial radio with small but
increasing employment in community
radio and independent production.
Around a quarter of the workforce is
freelance. The workforce is slightly
older than the industry average,
and also recruits non-graduates
into some roles. The sector is less
London-centric than most others in
the industry.
Animation
The animation industry employed
4,700 people of whom around two
fifths are freelance. There are several
distinct and highly successful centres
of production outside London
including Bristol, Manchester and
Cardiff. Around one third of the
workforce is female and over three
quarters are graduates.
Interactive Media
The interactive media sector is the
largest within Skillset’s footprint,
providing employment for nearly
50,000 people in web design
and related areas. There are also
substantial numbers of people
working in similar roles across the
economy in other sectors. Most
interactive media companies are
SMEs and employ people almost
entirely on permanent as opposed
to freelance contracts. It has one of
the youngest age profiles within the
whole economy and recruitment is
almost exclusively at graduate level.
The sector is well represented in all
nations and regions of the UK.
Computer Games
The computer games industry
employs around 8,850 people. The
demographic characteristics of the
workforce are similar to those of the
interactive media sector.
Facilities
The facilities sector provides a wide
range of services to the production
sectors outlined above, employing
over 40,000 people in total. The
services delivered range from studio
provision, equipment hire, special
effects, and post production. The
sector is predominantly based around
those that it supports (i.e. in and
around central and west London).
Most sub-sectors within facilities
are male-dominated though there Representation of people from a
is considerable variation in other black, Asian or minority ethnic (BAME)
respects. In particular, the workforce background or who are disabled is low.
in post production is younger and
more graduate-dominated than
Other Content Creation
studio and equipment hire. - Commercials
Photo Imaging Commercials is also predominantly
freelance (68% of the workforce),
The photo imaging sector is
and relies on much of the same
dominated by photography, with
labour pool as film production. It is
additional employment in picture
also male-dominated, with fewer
libraries and agencies, laboratories,
than one third of the workforce
manufacturers, photo retail, and
female. The commercials sector
support services. Overall, the sector
is also considerably older than the
employs around 50,000 people. Most
creative media average and employs
photographers are freelancers or sole
substantial numbers of non-graduates.
traders, while employment in the other
sectors is predominantly permanent. - Corporate Production
The photo imaging industry as a The corporate production sector
whole has a high representation of provides employment for around
graduates (48% of photographers 6,400 people, of whom nearly half
and 40% of other photo imaging are freelance. The sector employs
sectors) and common areas of study similar roles to film production and
are media and arts related. Technical commercials and shares some of
qualifications in a crafts, creative the same labour pool. The workforce
arts and design subject are also thus has similar demographic
common. In the past a qualification characteristics to those sectors.
may not have been necessary to
enter the photo imaging industry but
the landscape now is very different;
half the workforce who entered the
industry pre-1970 does not have a
qualification compared with 15% who
entered after 2005.
The majority of photographers are
male whereas in other photo imaging
sectors the gender split is more even.
11
2.1.4 Geographical
distribution of those
employed in the Creative
Media Industries
The overall geographical distribution
of those employed in the Creative
Media Industry is shown below.
Nearly six in ten (57%) of the industry
works in London or the south east
and three in ten in the other English
regions combined. Just over one
in ten are employed in Wales,
Scotland and Northern Ireland
(Skillset Census 2006).
Figure 2.1.2: shows the breakdown of
the workforce by work base (excludes:
photo-imaging, performers, film
production and cinema exhibition)
The geographical distribution of those
employed in the industry is pertinent
to the SQS and its key priorities
as set out in section 2.2. It has
implications on partnership building
between industry and further and
higher education and on access to
industry endorsed training, both due
to the very small proportion of the
industry operating in some nations
and in some English regions.
2.1.5 Population
of learners
As can be seen from the data and
the descriptions above, the industry
is relatively compact in terms of
employment size. However, because
of its image and impact on society
generally, the media industry is an
extremely popular choice of career
for many learners. It is also a rich
platform on which to base learning;
many courses and qualifications,
whilst not aimed at directly preparing
people for careers in the media, are
used to develop wider skillsUngrouped
and
knowledge which have equal value.
As well as providing a industry
analysis, we have categorised
different learner groups as a way
of analysing the qualification and
provision needs of different learners.
The learner population groups are:
• 14-19 (and general pre-entry*)
• Specialist pre-entrants
- graduates
- other routes
• Apprentices
• New entrants (employer and work-
based schemes)
• Existing workforce
- employees
- freelancers
• Managers and leaders
* Here, and throughout the SQS,
‘pre-entry’ refers to pre-entry into
employment, as opposed to qualification
level.
graph

The population of learners that this

London 45%
Northern Ireland 2%
Scotland 5%
Wales 3%
North West of England 6%
East of England 6%
Yorkshire & the Humber 5%
North East of England 3%
East Midlands 3%
West MIdlands 3%
South West of England 5%
South East of England 12%
Strategy is aimed at is therefore
considerable. As detailed in section
4.2, the take up of qualifications in
related subject areas at 14-19 and
general pre-entry level is high. In
2005/06, the number of students
enrolled on related courses in further
education across the UK was in
excess of 80,000.

12
2.1.6 Range of provision Figure 2.1.3: A view of the provision available to Skillset Sectors

and types of current

Formal/Mainstream Informal/Specialist
qualifications
Provision Industry Provision
Current training provision relevant
Higher Level Skills
to the Creative Media Industries
appears broadly available through a
wide range of providers in a variety of Degrees; Diplomas;
S/NVQs; HNCs/HNDs; FDs; Industry training and
formats. The range of provision and
Advanced Apprenticeships; in-company CPD; New
qualification types covered by this Scottish Modern Apprenticeships; Entrants Training Schemes;
strategy is shown opposite: Scottish Higher Nationals; Scottish Customised Awards;
AB own-brand community education
It is a characteristic of the existing
qualifications*
informal/specialist industry provision
that the schemes and programmes
available do not incorporate
qualification outcomes. In establishing
to what extent existing provision Industry apprenticeship
schemes; private training;
meets the needs of industry, this Postgraduate programmes;
industry training; new entrants
should be taken into account. In Scottish PDAs; AB own-brand
training schemes; community
defining and implementing a vision qualifications*
education
for future qualifications and provision,
the availability of accredited outcomes
in specialist industry provision should
be addressed. This is an important
feature of the industry’s view of future A- Levels; Applied
A-Levels; 14-19 Diplomas;
qualifications and other forms of
Apprenticeships; Scottish Private provision;
provision, presented in section 6.1
Nationals; Scottish Modern New Entrants Training Schemes;
of this Strategy. It is also reinforced Apprenticeships; Welsh Bacc; community education
in the industry based analysis in AB own-brand*; IB**; QAA
section 4.3. Access Diploma

National Curriculum;
GCSEs; Applied GCSEs; 14-19
Performing arts schools;
Diploma; Young Apprenticeships;
summer schools;
Scottish Nationals; Welsh
community education
Baccalaureate; AB
own-brand qualifications*

Entry / Access Level * Awarding Body own-brand qualification

** International Baccalaureate

13
2.2 Key Issues
and Priorities.
The key priorities for the industry in terms
of qualifications and other learning
provision align with Government
policies and initiatives in England,
Wales, Scotland and Northern Ireland.
By demonstrating this alignment in the
SQS, a clear way forward emerges
in terms of implementing a UK-wide
strategy that is responsive to the
policies and priorities in each nation.
Key themes that have emerged
through this process include:
• h
 ow to best meet the needs
of employers;
• h
 ow to best develop the skills
and potential of individuals;
• h
 ow to approach the reform and
review of existing qualifications
and provision;
• h
 ow to approach the development
of new provision where gaps
currently exist;
• c
 ommitting to a demand-led
approach and sustaining the
employer voice;
• e
 ncouraging sustainable
partnerships between industry
and education;
• g
 reater flexibility to support access
and progression at all levels;
• c
 reation of a robust, comprehensive
IAG offer to support progression;
• e
 stablish a coherent and flexible
funding model that is fair and
meets the needs of the learner and
industry;
• address equality and diversity
through the development of a clear
qualification and training system
that facilitates fair and equal
access to participation in skills and
learning for everyone.
2.2.1 Key Priorities for
the Industry in terms of
Qualifications and Other
Learning Provision
The key priorities for the industry have
been identified through consultation
with industry and the subsequent
development of the SSA and Sector
Strategies. The various sections
within this document reflect these
priorities and provide the evidence-
based justification required for their
implementation in partnership with
our key stakeholders. The following,
therefore, sets out the actions and
initiatives to come as a result of this
SQS and the implementation of
the SQS Action Plan. They reflect
the priorities that Skillset will take
forward in order to affect change
for our industries.
To achieve this end, Skillset will:
• w
 ork with industry and
stakeholders to undertake a review
of existing vocational qualifications
to create a comprehensive and
demand-led offer;
• identify and articulate the
criteria by which qualifications
will meet industry need, supported
by exemplification of what
this need is by sector, level,
qualification type and, where
appropriate, occupation;
• e
 nsure the employer voice is
heard and sustained to maintain a
demand-led learning and training
offer at all levels;
• move towards more flexible
14
qualification structures that are
unitised and credit based to
support access, completion,
progression and accreditation
of learning or training;
• e
 xplore funding models and
accreditation schemes to support
access to and expansion of
industry training to address training
needs and skills gaps of new
entrants and existing workforce,
and to encourage entry to the
workforce by people from more
diverse backgrounds;
• e
 nable progression at all levels,
supported by a thorough and
effective IAG offer;
• c
 reate education and training
opportunities that support
professional development and
address gaps or shortages in the
workforce, including higher level
skills in business, management
and leadership;
• e
 ncourage sustainable partnerships
between industry and education
to support collaborative delivery
and achieve high quality education,
training and development at all levels.
2.2.2 Government Policies
The key priorities for qualifications
and other learning provision are
aligned with Government policies
and initiatives across the four
UK nations. These synergies
support the justification for the
recommendations made in the SQS
and their implementation. The SQS
Action Plan will take full account of
the Government initiatives and the
priorities in the Skills Strategies in the
four nations. To ensure this next level
of detail is accurate and the different
initiatives and opportunities are fully
captured, partners and stakeholders
in the four nations will be invited to
collaborate on the development of
the Action Plan.
England
The Government Skills Agenda for
England focuses on ensuring that
employers have access to the right
skills that support business and
enable economic growth, and that
individuals are appropriately skilled
to enable lifelong employability and
personal fulfilment. The four main
policy areas in the 14-19 Education
and Skills White Paper, published
in 2005, are: meeting employers’
needs; skills for individuals; reforms
to qualifications, and partnerships
for delivery. These policy areas
correspond with the key priorities
identified in this section.
The Government’s response to the
recommendations in the Leitch Review
of Skills, published in the Leitch
Implementation Plan, give further
weight to these priorities, particularly
in the prominence of the role of
employers in the development and
delivery of qualifications and training.
Key recommendations from the
Leitch Implementation Plan,
reflecting emerging English
Government policies and initiatives
and their relation to the key industry
priorities, are identified to the right:
1
Figure 2.2.1: English Government Policies and Initiatives
English Government Policies
and Initiatives1:
Plans to substantially increase the
proportion of public funding for adult
training that is demand-led. This
will largely be through Train to Gain,
but also through other work based
employer training programmes.
Make it easier for accreditation of
industry in-house training schemes.
Greater offer of flexible training
for individuals.
Commitment to a demand-led
approach, giving employers the
opportunity to exert real leverage and
decision making over the content and
delivery of skills.
Support for SSCs to ensure the
supply of skills and qualifications
is driven by employers.
Encourage and support collaboration
between higher education and
industry to meet higher level
skills needs.
Creation of a joined up employment
and skills system, including access
to a coherent careers and IAG offer.
Removal of barriers related to age,
gender or class that prevent an
individual from having fair and
equal access to more training
and education opportunities.
Taken from Leitch Implementation Plan, DIUS
15
Key Sector Priorities:
Explore funding models and accreditation
schemes to support access to and
expansion of industry training to address
training needs and skills gaps of new
entrants and existing workforce, and
to encourage entry to the workforce by
people from more diverse backgrounds.
Enable industry training schemes to
be more sustainable and to encourage
mutual recognition of training to
support transferability.
Move towards more flexible qualification
structures that are unitised and credit
based to support access, completion,
progression and accreditation of learning
or training.
Work with industry and stakeholders
to undertake a rationalisation of existing
vocational qualifications to create a
comprehensive and demand-led offer.
Ensure the employer voice is heard and
sustained to maintain a demand-led
learning and training offer at all levels.
Identify and articulate the criteria by
which qualifications will meet industry need,
supported by exemplification of what this
need is by industry, level, qualification type
and, where appropriate, occupation.
Ensure the employer voice is heard and
sustained to maintain a demand-led
learning and training offer at all levels.
Encourage sustainable partnerships
between industry and education to
support collaborative delivery and
achieve high quality education and
training at all levels.
Create training opportunities that support
professional development and address
gaps or shortages in the workforce,
including higher level skills in business,
management and leadership.
Enable progression at all levels,
supported by a thorough and effective
IAG offer.
Explore funding models and accreditation
schemes to support access to and
expansion of industry training to address
training needs and skills gaps of new
entrants and existing workforce, and
to encourage entry to the workforce by
people from more diverse backgrounds.
Wales • meeting employers’ needs; These policy areas correspond with the
key priorities identified in this section.
In addition to Wales’ part in the UK • skills for individuals;
Commission for Employment and
• reforms to qualifications;
Skills (created to respond to the
Leitch Review2 of Welsh and UK • partnerships for delivery.
skills), Wales had adopted prior to
In The Learning Country 2 these
publication of the Review an ‘all
policy areas are further highlighted by
age strategy’ to education training
supporting policies that individualise
and learning. In documents such as
Wales, for example, ‘Iaith Pawb’,
The Learning Country (2001), and
Wales’ strategic approach to extend
The Learning Country 2 – Delivering
ranges of qualifications especially
the Promise3, the Welsh Assembly
vocational qualifications through
Government (WAG) sets out clearly
the medium of Welsh, and also the
how Wales will address delivering a
all age Basic Skills Cymru Strategy,
better learning culture and provide
Words Talk, Numbers Count.
a more skilled workforce.

WAG, in line with the aforementioned

reviews and policies, and through
the Skills and Employment Action
Plan (SEAP 2005), aims to focus
on ensuring that Wales improves its
skills base and aligns with ‘employers
access to the right skills that support
business and enable economic
growth, and that individuals are
appropriately skilled to enable lifelong
employability and personal fulfilment’.
The four main policy areas in the
14-19 Education and Skills White
Paper for England, published in
2005, are equally valid for Wales:

Leitch Report (2006)

2

3
The Learning Country (2001) and The Learning Country 2
- Delivering the Promise (2005) - WAG

16
Figure 2.2.2: Welsh Assembly Government Policies and Initiatives
Welsh Assembly Government Policies
and Initiatives:
Increase the proportion of public
funding for demand-led work based
training for adults.
Plans to fund work based learning
via a National Planning Framework
and Funding System (NPFS) at the
Department for Children, Education,
Lifelong Learning and Skills (DCELLS)
within Welsh Assembly Government
(WAG) – part of the Welsh work based
employer / learner engagement process.
Create a greater offer of flexible training
for individuals, including accredited
industry in-house training schemes.
This can, in part, be facilitated by the
Credit and Qualifications Framework
in Wales (CQFW). The CQFW is a
fundamental repository for non NQF
non-formal and informal ‘vocational’
learning, as well as accredited
qualifications and training schemes.
Raise the standards in Wales in further
education and work based learning,
especially at Levels 3 and 4. This will be
supported by WAG’s commitment to a
demand-led approach, giving employers
the opportunity to exert real leverage
and decision making over the content
and delivery of skills.
Support for SSCs to ensure that
supply of skills and qualifications
is driven by employers.
Encourage and support collaboration
between higher education and industry
to meet higher level skills needs.
Creation of a joined up employment
and skills system, including access
to a coherent careers and IAG offer.
Removal of barriers related to age,
gender or class that prevent an
individual from having fair and equal
access to more training and education
opportunities.
Key Industry Priorities:
Explore funding models and accreditation schemes to support access to and
expansion of industry training to address training needs and skills gaps of new
entrants and existing workforce, and to encourage entry to the workforce by
people from more diverse backgrounds.
Engage with the network approach through Careers Wales Online, Jobcentre Plus
and provider networks to support growth of partnerships between industry and
education.
Move towards more flexible qualification structures that are unitised and credit
based to support access, completion, progression and accreditation of learning or
training.
Maximise the opportunities afforded by the Credit and Qualifications Framework
in Wales (CQFW) for accreditation of industry training in Wales and recognition of
partial completion.
Align with Wales’ ‘all age strategy’ approach, which places a more comprehensive
focus on demand-led opportunities. Use this vehicle, in partnership with industry
and key stakeholders in Wales, to undertake a review of existing vocational
qualifications to create a comprehensive and demand-led offer.
Identify and articulate the criteria by which qualifications will meet industry need,
supported by exemplification of what this need is by industry, level, qualification
type and where appropriate, occupation.
Work with DCELLS, awarding bodies and other key stakeholders in Wales to
ensure industry need in Wales is met through new or existing qualifications or other
learning provision.
Encourage sustainable partnerships between industry and education to support
collaborative delivery and achieve high quality education and training at all levels.
Work with delivery partners, such as Skillset Screen Academy Wales and Cyfle, the
national vocational training company for the film, television and interactive media
industry in Wales and a Skillset Approved Industry Training Provider, to help develop
and sustain effective collaboration between industry and education in Wales.
Enable progression at all levels, supported by a thorough and effective IAG offer.
Wales addresses this process by a network of Careers Wales Online and Jobcentre Plus.
Employability data supplied by Future Skills Wales supports the IAG process for learners.
Explore funding models and accreditation schemes to support access to, and
expansion of, industry training to address training needs and skills gaps of new
entrants and existing workforce, and to encourage entry to the workforce by people
from more diverse backgrounds.
‘Iaith Pawb’, Wales’ Strategy to support a bilingual economy, is encompassing work on
developing a strategy to create and extend the range of vocational qualifications offered
through the medium of Welsh. All qualification and learning provision development will
take this in to account.
The Basic Skills Cymru all age strategy differs from the England model in that employers
‘pledge’ to engage and support employees to achieve agreed basic skill levels.
17
Scotland
The spearhead policy document, A Lifelong Learning Skills Strategy for Scotland, published by the Scottish
Government in November 2007, represents a synthesis of current Scottish policy and direction and has formed the
basis of analysis undertaken on current Scottish policy and initiatives to inform the development of this Strategy.
This analysis has identified the following policies and initiatives that align with the key industry principles:
Figure 2.2.3: Scottish Government Policies and Initiatives
Scottish Government Policies and
Initiatives:
Employers’ skills needs are
addressed and their voice is
heard in the development of
qualifications.
Access to provision of high quality,
relevant learning opportunities that
have value in the workplace.
Adopt a distinctly Scottish
approach and balance the needs
of employers and individuals in
Scotland.
Establish a coherent funding
support system for all ages and in
all forms of education and training.
Facilitate equal access to, and
participation in, skills and learning
for everyone.
Stakeholders should be creating
structures that facilitate closer
working between employers and
learning providers.
Stakeholders should be simplifying
structures to make it easier for
people to access the training and
learning that they need.
The SCQF should be used as a tool
to support learning, specifically to
facilitate the recognition of learning
to support progression.
Key Industry Priorities:
In Scotland, Skillset through its Scottish Industry Skills Panel, that is comprised of
industry representatives, is actively providing a conduit between employers and the
Scottish Qualifications Authority (SQA) to assist in the development of new qualifications
to be delivered in Scotland’s secondary schools and colleges. Identified industry
representatives are thereby included in all Qualifications Development Teams (QDTs).
Examples of new such qualifications in operation and development are:
• HNC/D Creative Industries: TV
• HNC/D Creative Industries: Radio
• HNC/D Interactive Media
• NQ Media
• SFW Digital Media
Skillset’s Scottish Industry Skills Panel representatives are tasked with identifying and
articulating the criteria for developing new qualifications. A clear focus is given to the
adoption of UK-wide Arts, Media and Publishing National Occupational Standards (NOS)
to define the competences applying to job-roles or occupations.
This background forms the basis of vocational qualifications such as Scottish Vocational
Qualifications (SVQs) and National Vocational Qualifications (NVQs).
Skillset will work closely with SQA to maximise opportunities afforded by the Scottish
Credit and Qualifications Framework (SCQF), particularly in relation to its flexibility and
its commitment to meeting the progression needs of Scotland’s learners and
expectations of employers.
Work towards a flexible, inclusive funding system that supports access to education,
training and development for individuals at all levels by working closely with the Scottish
Further and Higher Education Funding Council (SFC). Seek opportunities for employers and
individuals to benefit from the SFC’s aim to rationalise and simplify funding for all teaching
and learning, research and other activities in Scotland’s colleges and universities.
Support access and diversity through links with the Scottish Government, learndirect
Scotland and the market specific schemes adopted in Scotland to facilitate equal access
and participation. These include: New Deal, Training for Work, Skillseekers and Modern
Apprenticeships.
Support the identification of industry representation on QDTs and support wider industry
engagement with qualification development through Skillset’s Scottish Skills Panel. Seek
opportunities to utilise SFC funds available to encourage employer engagement with
further and higher education. Engage with the Creative Loop to help facilitate closer links
between FE colleges and industry in Scotland.
Work closely with SQA as they refine their qualifications portfolio and introduce more
flexible delivery models in response to marketplace requirements. Communicate the skills
and development needs of the industry and identified delivery requirements, to ensure
that new flexibilities work for the Creative Media Industries in Scotland.
Take advantage of the SCQF as a tool to support access to high quality, relevant
education, training and development.
18
Northern Ireland
The Department of Employment and
Learning (DEL) is responsible for the
skills agenda in Northern Ireland. In
February 2006, it launched its Skills
Strategy entitled Success Through
Skills. The Success Through Skills
Implementation Plan focuses on
raising the skills of the workforce
and on improving the employability
of the workforce of tomorrow and is
underpinned by four broad themes:
understanding the demands for
skills; improving the skills levels of the
workforce; improving the quality and
relevance of education and training,
and tackling the skills barriers to
employment and employability.
There are sixteen component
projects underpinning these four
themes. The two main outcomes
for the Success Through Skills
programme include social inclusion
and economic success.
DEL has formed an interdepartmental
group to consider the full implications
of the Leitch Report for Northern
Ireland although, as stated in
the Success Through Skills
Implementation Plan, DEL is likely
to agree with the broad thrust of
the report in relation to its 2020
aspirations. Northern Ireland will not
be formally responding to Leitch;
however, it will review its Success
Through Skills Strategy between
January 2008 and June 2008.

Figure 2.2.4: Northern Ireland Government Policies and Initiatives

Northern Ireland Government Policies

and Initiatives:
Understanding the demand for skills
• Labour market information project
• Regional employment skills action plan project
• Employers’ Skill Needs Analysis project
Key Indutsry priorities:
Northern Ireland has engaged with Sector Skills Councils through the
Department of Employment and Learning, it has set up a project board
to bring forward Sector Skills Agreements. Skillset has a Sector Skills
Agreement in Northern Ireland.
DEL has also set up workforce development forums around each of the new
FE colleges to engage with regional employers. The crossover between
workforce development forums and SSCs is yet to be clearly defined.

Improving the skills levels of the workforce
• Essential skills programme
• Careers education, information, advice and
guidance (EIAG) strategy – open to all age groups
• Adult Skills Project – upskilling of all employees
• Management and leadership skills – in partnership
with Management and Leadership Network (MLN)
and other key stakeholders, e.g. Invest NI
• Increase number of organisations involved with
Investors in People and Skills for Innovation
Within Northern Ireland there are far more qualifications being offered in
our industry than the industry can accommodate, for Skillset the priority
is to work with industry and education to rationalise existing vocational
qualifications to offer comprehensive and demand led training.
SSCs have been consulted on all of the programmes which DEL is
running to improve the skills levels of the workforce. EIAG strategy is
developing MOUs with all SSCs to ensure that LMI, information and links
are sourced from SSCs.
The Management and Leadership Network has put SSCs at
the centre of its Strategy.
The priority for our sectors is to ensure these programmes understand
the needs of our sectors and that appropriate interventions are taken.

Improving the quality and relevance of education
and training
• Further education – implementation of FE means
business Strategy
• Merger of 16 FE colleges to 6 new larger regional
colleges. These will provide education and
training to meet the skill needs of the economy
• Increased collaboration between employers and
higher education to meet higher level skills needs
reform of vocational qualifications 14-19 reforms
Tackling skills barriers to employment and
employability
• To equip unemployed with necessary skills for
work, Welfare to Work agenda
• Reconfigured training, quality improvement
Encourage partnerships between industry and education to support
collaborative delivery and achieve high quality training and education at all
levels. DEL has taken the position that any future qualifications developed
and delivered by FE colleges must be endorsed by the relevant SSC.
Provide training opportunities to support professional development
and address shortages in the workforce, including higher level skills in
business, management and leadership.
The priority for our industrys is to ensure that sector specific solutions to
identified skills gaps are implemented and that the needs of employers in
our industry are articulated.
Explore funding models and accreditation schemes to support access to
industry training to address the skills needs of new entrants, the existing
workforce and encourage entry to the workforce from those with more
diverse backgrounds.

19
Sector Qualifications Strategy
3. Industry Working Environment
3.1 Features of the Working Environment

There are several key factors that • pre-entry preparatory qualifications

impact on how qualifications need to
be tailored to meet the needs of the
sector. The most notable of these
are: characteristics of the workforce,
employment and recruitment, and
• a
changes in the industry.
These factors raise issues that should
be addressed as a result of this
Strategy. These include:
should develop a broad knowledge
of the industry, including the breadth
of job roles and cross-sector job
roles such as sales and marketing;
 mechanism to regularly review
and update provision to maintain
its currency and relevance must
be developed and implemented
in partnership with stakeholders.

• increased availability of unitised There are several factors which may

qualifications that can be taken
in stages to support credit
accumulation and access to
qualifications of varying sizes;
• a
 variety of delivery methods should
be available to meet the needs of
the workforce, such as distance
learning and online delivery;
• qualification, delivery and funding
structures should support access
to qualifications and training
to encourage entry to the
workforce by people from more
diverse backgrounds;
• robust IAG and careers guidance
must be linked to qualification
development to ensure that
progression through education and
training is clearly communicated
and understood;
impact on how qualifications need to
be tailored to meet the needs of the
sector, most notably: characteristics
of the workforce, employment and
recruitment, and changes in the sector.
3.1.1 Characteristics
of the Workforce
The Creative Media Industries are
characterised by a relatively small
number of very large national and
international companies and a large
number of small and medium sized
businesses, freelancers and sole
traders. Therefore qualifications and
other learning provision need to be
adaptable and flexible to meet the
diverse needs of the entire workforce.
The content of this provision must
also reflect the diversity in needs in
relation to qualifications and training.
Access to training can be difficult,
especially as a large proportion of
the workforce work independently
and are geographically spread
(freelancers and SMEs in particular).
A solution would be to develop
smaller ‘bite size’ chunks of learning;
unitised qualifications that can be
taken in stages, or much smaller
or single unit qualifications that are
more accessible. This is reflected
in the sector specific implications
on qualifications and other learning
provision described in section 4.3.

20
The increasingly high number of
freelancers means that the demand for
self-managed learning and continuing
professional development, together
with up-to-date careers information,
advice and guidance about
careers pathways and progression
opportunities, is widespread across
the sector. Availability of and access
to this form of provision is essential.
Therefore, a variety of delivery
methods should be available to
support their learning needs such as
distance learning and online delivery.
3.1.2 Employment
and Recruitment
Employment in the Creative Media
Industries is less ethnically diverse
than the potential labour markets
from which it is drawn. Consequently,
there is a need for positive action to
encourage a more ethnically diverse
workforce. Qualification, delivery
and funding structures should
support access to qualifications
and training to encourage entry to
the workforce by people from more
diverse backgrounds, one of the key
priorities for the sector identified in
section 2.2.
Demand for jobs in the Creative
Media Industries is high, reflecting
their general perception as
glamorous industries in which
to work. Clear and accurate
information, advice and guidance
is essential to support aspirants in
understanding the breadth and the
reality of employment opportunities
in the industries. Robust IAG and
careers guidance must be linked to or sufficiently responsive to industry
qualification development to ensure needs and should be reviewed and,
that progression through education if necessary, updated. A mechanism
and training is clearly communicated to regularly review and update
and understood. Pre-entry provision to maintain its currency
preparatory qualifications should also and relevance must be developed
develop a broad knowledge of the and implemented in partnership
industry, including the breadth of job with stakeholders.
roles and cross-sector job roles such
as sales and marketing.
3.1.3 Changes
in the Sector
The speed of change in the
Creative Media Industries, such as
technological innovation, means
employers require an increasingly
adaptable workforce at all levels,
able to continuously acquire new
skills and knowledge. Therefore,
qualifications need to be responsive
to changes in technology and
practice and this responsiveness
should be built into qualification
design and assessment. The
ability to adapt, to multiskill and
to continuously acquire new skills
and knowledge reflects a way of
thinking and working that should be
developed in pre-entry preparatory
qualifications and reinforced in higher
level qualifications and training,
enabling new entrants to be more
work ready.
Interactive media has evolved rapidly
from a new sector with unformed job
roles, occupations and boundaries,
to one with some universally
recognised definition. However,
qualifications based on traditional
work roles may not yet be relevant
21
3.2 Workforce Trends
In assessing sectoral workforce
trends and futures analysis, the
following factors represents the
key drivers of change in the
industry: demand, technology,
legal frameworks, competition and
globalisation. In relation to the impact
on qualifications and other learning
provision, the following issues are
pertinent to this Strategy:
• the sector supports the development
of ‘T’ skills, specialist deep skills
combined with generic skills and
cross-disciplinary awareness;
• there is a need for accessible
industry specific training and
continued professional development
post-entry into the industry;
• p
 re-entry preparatory qualifications
should aim to develop skills
in cross-discipline and multi-
disciplinary working to ensure the
future workforce has the ability
to adapt to shifts in professional
practice and media convergence;
• the teaching of business and
management skills needs to be
properly embedded in qualifications,
both pre-entry preparatory and
post-entry higher level provision;
• the articulation and development
of economically valuable skills at
all levels is essential to support the
sector in the global marketplace.
The Creative Media Industries
are likely to experience significant
changes, and significant increases,
in skill needs over the next decade.
The industries are being driven by five
key factors: demand, technology,
legal and compliance frameworks,
competition and globalisation.
Several anticipated changes in the
sector’s working environment can
be identified, each of which have
clear implications for the future
provision of qualifications. (For
sub-sector specific future trends and
skills implications, reference should
be made to the relevant SSA).
3.2.1 Demand
Most Creative Media Industries are
expected to experience growth.
Factors responsible include the
growth of commercial radio,
digitisation in TV and further
expansion of interactive media,
and a revival in film production
activity. Therefore, future qualifications
will need to be responsive to
sector growth, perhaps through
technological changes, supply
and demand, and creation of new
qualifications. A regular review of
pre-entry preparatory qualifications
and other learning provision used by
the sector will be essential to ensure
22
that qualifications continue to meet
the needs of the growing industries.
The industry is likely to be affected
by an increase in specialisation
combined with an increase in the
demand for ‘T’ skills (specialist
deep skills combined with broad
general skill and cross-disciplinary
awareness); individuals will be
required to commit to ongoing
skills acquisition and will need to
develop higher level leadership and
management skills. There is also a
need for industry specific training and
continual professional development
post-entry into the industry.
The development of broad,
generic skills and cross-disciplinary
awareness should be developed
within preparatory qualifications.
More specialist skills should be
developed at higher levels, both
pre-entry HE programmes and
post-entry and postgraduate
levels. Occupational qualifications
could be designed around the ‘T’
model, in order to incorporate the
appropriate balance of occupational
skill development with the broader,
transferable skills and knowledge
that support employability and
progression. This demand for ‘T’
skills reinforces the need for a
coherent qualification and training
offer that is demand-led and
facilitates progression at all levels.
3.2.2 Technology
The rapid pace of change in
technology means that individuals
and businesses will need to
constantly review their skills and
knowledge to keep them up-to-date
and be ready to adapt to new
circumstances and ways of working.
Individuals will need to be capable
of rapidly applying their skills to
new equipment or processes, and
be willing to regularly update these
skills. For example, the computer
games workforce will need to evolve
and integrate their expertise with the
introduction of the next generation
console platforms and the associated
high-level technical specifications.
Learning providers and qualifications
will need to focus on enduring skills
and concentrate on ‘learning how to
learn’, so that the future workforce
is more able to identify and respond
to emerging training requirements
and take responsibility for acting on
individual professional development
needs. It is essential that CPD
opportunities, in accessible forms,
and robust IAG is available to the
workforce at all levels.
lacking. Digital skills training needs to
be developed for new entrants and
the existing workforce either through
formal education or private industry
training. Also, pre-entry preparatory
qualifications should aim to develop
skills in cross-discipline and multi-
disciplinary working to reflect this
shift in professional practice.
ICT will become more central to the
delivery of education and training and
the next decade will become a time
for experimentation and innovation
as educators explore the application
of these technologies to enhance the
learning experience and reduce the
unit cost of education, responding
to both the increasing participation
in further and higher education and
to further opportunities for lifelong
learning. This development in delivery
of education and training should be
utilised to support access. The use of
online and remote learning has been
identified as desirable in some sectors,
where long working hours and irregular
work patterns present barriers to take
up of post-entry education and training
(see section 4.3).
3.2.3 Competition
There is an increasing need to
ensure that those just starting out
and those already in the industry,
have the necessary business and
management skills to make the
most of the opportunities presented
to them. The teaching of business

The growth of digital technology will

continue to distort traditional sector
boundaries. Hence an understanding
of related disciplines, particularly
technical and market awareness,
both on the client side and the output
side, will be crucial to the survival
and development of all those working
in the sector, from freelancers
and micro-businesses through to
the large manufacturing and retail
companies. There is a need to raise
awareness about digital imaging
and technology to ensure that in
the business environment, product
knowledge and digital skills are not

23
and management skills needs to be
properly embedded within future
qualifications, with compulsory
attendance rather than as an optional
module. To support progression, this
should be incorporated into pre-entry
preparatory qualifications, as well as
higher level programmes.
Higher level occupations associated
with business and creative strategy will
need to develop skills around product/
programme innovation, deal structuring,
investor relations, cross-media
ownership and extended scheduling
skills moving across channel,
across platform and across time.
These specific skill areas should be
incorporated into higher level provision
and CPD programmes to support 3.2.5 Globalisation
the competitiveness and economic
growth of the sector, an important There is a possibility of business
characteristic of the sector’s vision processes being outsourced and
for future graduate and postgraduate some argue that if there is insufficient
provision, set out in section 6.1. investment in the necessary talent,
then work could be outsourced to
3.2.4 Legal and territories that combine a far lower
Compliance Frameworks cost base with comparable or
even better skills. The articulation
There is an increasing need for a
and development of economically
better understanding of intellectual
valuable skills at all levels is essential
property rights, knowledge of how
to support the sector in the global
to protect those rights and how to
marketplace.
avoid abusing those of others. These
issues will need to be incorporated
into the design of future qualifications
at all levels, including pre-entry
preparatory qualifications
24
Sector Qualifications Strategy
4. S
 ummary of Current
Qualifications and Other
Learning Provision
4.1 Types of Qualifications used within the Sector
In order to work with industry,
awarding bodies, regulatory
authorities and other key
stakeholders to create a demand-
led, coherent and simplified system
of qualifications and other learning
provision, it is necessary to consider
the current provision landscape
and identify the qualifications and
provision that are currently used by
the sector.
In order to do that, the following
factors must be taken into account:
• The distinction between sector-
related and pre-entry preparatory
qualifications must be made
and understood.
• P
 re-entry vocational qualifications
are valued, but a relatively small
proportion are actually used by
the sector.
• Apprenticeship frameworks
and their funding models need
greater flexibility in order to meet
industry need.
• There is an important
interrelationship between the
development of new N/SVQs
and apprenticeships in discrete
occupations. This should be
addressed in relation to access
to and take up of work based
training, the funding required
to support and sustain it, and
the achievement of accredited
outcomes. Factors to consider are:
•T
 he majority of the training
received by new entrants and
the workforce is non-accredited
and industry delivered.
• • There is an interest in some
sectors to pursue accreditation
of the training to support
recognition, equality and diversity,
and access to funding.
The types of qualifications used by
the sector are illustrated, in part, by
the diagram overleaf.
This attempts to show the main
types of qualification and their
interrelationship. For example,
preparatory vocational qualifications
are stand alone qualifications, but
could also be delivered as the
Technical Certificate component
within an apprenticeship.
It is important to note that this
diagram does not illustrate
progression pathways.
25
Figure 4.1.1: Main types of provision used by the Creative Media Industries that develop knowledge, skills and
understanding relevant to the sector,
Pre-entry Post-entry
and which could support future
Accredited progression into the sector. However,
Accredited higher
Higher Level higher level - they differ from other vocational or
level - FD/
Qualification Postgraduate/
Undergraduate occupational qualifications because
CPD
they are not used by the sector
and do not support direct entry into
employment in the sector. Instead,
Preparatory VQ Apprenticeship
their use relates to their broader
educational value – a value that that
PVQ OQ the sector supports.

New Entrants Training Many of these qualifications develop

Sector related VQ
Occupational
Qualification (OQ)
Diploma
Non-accredited
provision (NAP)
Key
Qualification
High Level Provision Occupational Qualification
Delivery Structures Non-accredited provision
The diagram also shows the
distinction between pre-entry and
post-entry qualifications. This
distinction is between qualifications
used to support progression into
employment in the Creative Media
Industries and qualifications or other
learning provision taken by the
workforce to support progression
and professional development.
A summary of the main types of
qualifications used by the Creative
Media Industries must take into
account the wider learning
environment in relation to qualification
purpose and value. The sector values
pre-entry education, including those
general and vocational qualifications
that relate directly to the sector.
PG/
HLQ NAP
CPD
Industry Training
PG/
HLQ NAP
CPD
However, it does not follow that the
sector ‘uses’ these qualifications.
The recommendations made in this
Strategy must, therefore, take into
account the wider context, making
the distinction between different
uses of sector-related qualifications
and their subsequent value, as well
as qualification type and purpose of
qualifications and provision used by
the sector.
4.1.1 Sector-related
Qualifications
There are currently a large number
of accredited sector-related
qualifications available in England,
Wales and Northern Ireland. Sector-
related qualifications are qualifications
transferable skills that are critical to
media literacy, visual literacy and
creativity, all of which are of huge
value to learners, regardless of the
progression routes they follow. Media
literacy is extremely important to the
sector. The Media Literacy Task Force,
of which Skillset is a member, was
founded in January 2004 by the UK
Film Council, Channel 4, the BBC and
the BFI. The role of the Task Force
was to respond proactively to the
provisions in the Communications Act
to promote media literacy. This led to
the joint development and launch of
the Charter for Media Literacy, which
makes explicit the role that formal
and non-formal learning has to play
in developing and sustaining a media
literate UK population.
Entry level qualifications, and access
level qualifications in Scotland, whilst
not directly used by the sector, should
also be considered within the wider
context of sector related provision.
Community learning and the lifelong
learning agenda are an important
context and have a key role to play in
supporting access and diversity.
The recommendations in this
Strategy support the use and value
of sector-related qualifications along
side, but distinct from, the use and

26
value of sector-specific qualifications
and provision used by the sector.
This is a prerequisite for achieving the
sector’s vision for future qualification
provision set out in section 6.1.
Examples of Sector-
related Qualifications
• NQF Level 2 Certificate in
Media Production.
• H
 igher Diploma in Creative
and Media.
4.1.2 Types of Accredited
Qualifications used within
the Sector
- Vocational Qualifications
There are a large number of
accredited pre-entry vocational
qualifications up to and including Level
3 on the NQF. These qualifications
develop skills and knowledge specific
to a sector or broad occupational
area. They involve the practical
application of skills in a vocational
context, and should develop the skills
and knowledge relevant to that sector.
Despite the large number currently
available in England and Wales,
a relatively small number are actually
used by the sector. Where they are
used, it is predominantly as part
of an apprenticeship or advanced
apprenticeship framework for England
and Wales, or within the Scottish
Modern Apprenticeship framework.
A contributing factor to this is the Research and development
fact that the sector uses higher level work has been undertaken on
provision to support new entrants and indicative content for preparatory
its existing workforce, the majority of qualifications, resulting in a number of
whom are already qualified to graduate ‘blueprints’ for specific sectors. The
or postgraduate level. The majority recommendations in this Strategy
of pre-entry vocational qualifications should address how this is now
are at Levels 1, 2 and 3. At this level taken forward to support qualification
of learning, the general view of the development and Skillset’s role in
sector is that broader qualifications approving vocational qualifications.
that develop more generic
transferable skills are important. It is
Examples of Preparatory
the successful development of these Qualifications
skills and knowledge that will support • NQF Level 2 Audio Visual
progression up to the higher levels
Industries Induction Certificate.
of attainment, where more industry
relevant training is then appropriate. • NQF Level 3 Media Techniques.
This model also supports the sector
demand for ‘T’ skills referred to in
section 3.2.
It is for this reason that Skillset
has undertaken work to examine
‘preparatory qualifications’; pre-
entry qualifications that are not
necessarily used by the sector, but
seek to support progression to future
employment within the sector. They
are more vocationally focused than
sector-related qualifications, but
do not in themselves offer an entry
route into employment within the
sector. If fit for purpose, they offer a
crucial step in the progression ladder,
ensuring that learners achieving
these qualifications move to the next
level of learning with the right set of
skills and knowledge that is valued by
industry and relevant to it.
27
Occupational
Qualifications
There are a small number of NVQs
and SVQs used by the sector, but
only in discrete occupational areas
rather than across the Skillset
footprint. They are used within the
film and television sectors within
the craft and technical occupations
such as grips, set crafts and lighting
technicians. They are also used
within the photo imaging sector to
support work based training.
Where new N/SVQs have more recently
been developed, it is in response to
sector support for apprenticeships.
Again, this is to support work based
training in very discrete occupational
areas, and where there are Level
2 or 3 entry routes into specific
occupations. In the past, NVQs have
also been used in England and Wales
to provide an accredited outcome to
industry devised training programmes,
including new entrants training
schemes. However, this was using
Skillset’s old suite of NVQs, which no
longer exist. The impact of this is that
accredited provision to support work
based training is only available in a
small number of occupational areas;
where they are not available, industry
and new entrant training schemes
are unable to attract public funding
attached to accredited outcomes. This
leads to an increase in the unit cost of
training, which may present barriers to
individuals with training needs.
It is unlikely that the take up of
existing N/SVQs will be large, or
that the suite currently available will
expand significantly. However, this
type of provision is important to a
number of discrete occupations
as a way of demonstrating
competency, proficiency and safety
in the work place, or to support the
apprenticeship route into work based
training. In addition, the potential
for adopting new approaches to
occupational qualification design
and structure should be explored to
best meet the needs of the sector.
This could incorporate the ‘T’ model
described in section 3.2.1.
Examples of Occupational
Qualifications
• NVQ Level 3 Grip for the Audio
Visual Industries.
• N/SVQ Level 2 Photo Imaging.
Apprenticeships
Although the apprenticeship model
is supported by some areas of the
Creative Media Industries, Skillset
currently only has two accredited
frameworks, a Scottish Modern
Apprenticeship in Photo Imaging
and the QA in Games Testing
Apprenticeship Framework for
England and Wales. Apprenticeships
have not been widely used by
the industry in the past, due to a
need for more flexible frameworks.
Following consultation with industry,
support for apprenticeships has been
established in a small number of
occupational areas, some of those
highlighted are media production, set
crafts and games production. Work
is underway to develop and pilot new
frameworks in these areas following
the development of the required N/
SVQ and underpinning knowledge
qualification.
28
Where flexibility is afforded, the
apprenticeship model can meet
the needs of the sector and
could be used more widely within
appropriate occupational areas, as
identified by the Sector Strategies.
There is now greater flexibility in
the apprenticeship framework for
England and Wales, which Skillset
is embracing and taking forward to
ensure new frameworks developed
are reflective of industry needs.
Within Scotland there is also flexibility
when developing frameworks. Unlike
in England and Wales, you only need
to develop an SVQ to sit alongside
the core skills in a Scottish Modern
Apprenticeship. This allows flexibility
for employers as the apprentice will
not need to attend college, whereas
in England and Wales frameworks are
made up of key skills, a competence
and knowledge based element.
There are also specific issues that
still pose potential barriers to take
up. This includes the potential for
graduate apprenticeships, access to
funding for those over 24 and access
to funding for those that have already
achieved a full Level 3 or higher level
qualification. The recommendations
in this Strategy take this into account
and the subsequent action plan
will support further research and
development in this area.
Examples of Skillset approved
apprenticeships are provided in
section 6.1.
Foundation Degrees
Foundation degrees are delivered in
England and Wales, and there are
a large number available in subjects
related to the Creative Media
Industries. As a qualification type,
they receive broad support from
the sector, in particular in animation
and computer games, where 60%
and 50% of employers respectively
said that they would encourage their
employees to work towards the
qualification. Due to the high number
available, Skillset has identified, in
consultation with industry, specific
subject areas where foundation
degrees are supported, but where
current provision was not necessarily
demand-led. Skillset has produced
foundation degree frameworks in
these areas, setting out industry
defined criteria and guidance to help
ensure the programme and the way
it is delivered more appropriately
meets the sector’s needs. To date,
frameworks have been produced
for foundation degrees in broadcast
media technology, broadcast and high quality education and training, include special effects, documentary
journalism, radio production and will support further development and photography and cinema technology.
photo imaging. expansion of best practice in the
Whilst choice is desirable, the industry
Where sectors support foundation foundation degree offer.
is concerned about the content and
degrees, it is due to the practical and Undergraduate Degrees quality of some degree programmes,
vocational focus of the programmes particularly those which purport to
and the incorporation of work based According to the UCAS website,
develop very technical, sector specific
learning. High quality foundation there was provision in 2004, in
skills and practices. Their concern
degree courses require strong English and Welsh Universities, of
is whether or not such courses are
links with industry, in terms of both over 200 course titles that offer in
kept up-to-date and offer access to
course design and delivery. It is a excess of 13,000 courses that have
industry standard equipment in an
model that is proving successful in relevance to the Creative Media
environment of rapid technological
some institutions where effective Industries. Whilst many reflect fairly
development and subsequent
partnerships with industry are broad programmes such as media
changes in professional practice.
established. The key priority, identified studies, creative media production
in section 2.2., of encouraging and media communications, there It was for this reason that discrete
sustainable partnerships between are a large number of courses sectors in the Creative Media Industries
industry and education to support available that are specific to a sector have worked with Skillset to offer
collaborative delivery and achieve or sub sector. Examples of these accreditation for a number of degree

29

programmes. Currently, these
include screen writing, animation
and computer games. Skillset’s
accreditation in specific subject areas
is an effective method of ensuring the
course content and delivery model
meets the needs of the relevant sector
and supports progression into it.
In relation to the more general
undergraduate courses, despite
the fact that the industry recruits
predominantly graduates, (according
to Skillset’s Survey of the Audio
Visual Industries’ Workforce, 2005,
just over two thirds (69%) of all
respondents were graduates,
which compares with 16% of the
population of working age across
the whole UK economy), Industry
still expresses the view that many
graduates lack the skills that make
them work-ready. These broadly
reflect generic employability skills
such as punctuality, working within
constraints and communication
skills. Some sectors, including film
and radio, have expressed interest in
a ‘finishing school’ model, in which
graduates undertake an additional
course, potentially work based and
delivered by industry practitioners,
to better prepare them for entering
the workforce. A number of Skillset
Academies and other higher
education institutions (HEIs) currently
offer a similar model in the form of
summer schools and ‘hot-houses’.
Development and expansion of this
model in a sustainable form could
potentially address this gap in skills,
utilising the partnership model that
the sector’s vision advocates (see
section 6.1).
The incorporation of broad, generic
skills that support employability into
pre-entry preparatory qualifications
could also address this demand from
the sector. Early and progressive
development of these essential
skills could provide a more effective,
sustainable solution.
Postgraduate Degrees
A proportionately high number
of the workforce is educated to
postgraduate level compared with
the UK workforce as a whole. Across
the Creative Media Industries, 28% of
the workforce holds a postgraduate
qualification (2005 Workforce
Survey); in Interactive Media, this
figure is as high as 36%. The range
of provision available is broad,
ranging from technical courses in
specific sectors or occupations,
to more generic areas including
leadership and management and
business management.
30
There is a clear need for such high
level business and management
CPD opportunities, where courses
are either generic or developed
specifically in the context of the
industry; for example, the highly
successful and internationally
rated MBA in Film, delivered at
Cass Business School, a Skillset
Film Business Academy. There is
potential for further development
and expansion of this offer in order
to ensure access across the UK and
effectively meet this demand.
Other Higher Level
Provision
There are other types of higher
level provision, including accredited
vocational or professional
qualifications. In Scotland, these
are called Scottish Professional
Development Awards. In England,
Wales and Northern Ireland, there
is a broad range of awarding
body own-brand qualifications
available. They are largely designed
to support progression and post-
entry professional development.
With the flexibility afforded by
credit frameworks, and with the
sector’s identified need for higher
level unitised courses to support
CPD, there is scope for new or
re-development of higher level
qualifications to meet direct industry
need. This will be clearly identified in
the SQS Action Plan.
4.1.3 Other Types of
Provision used within
the Sector
- Non-accredited Industry
Training Schemes
Industry training schemes are
widely used by the sector. This is
predominantly in-company training
that has been developed to meet the
specific needs of the organisation.
It also includes industry devised
training schemes, delivered by private
training providers.
Although developed by industry to
meet specific needs, the proliferation
of this form of provision raises
issues such as quality assurance,
transferability and recognition of
training and access to external
funding to support access and
sustainability.
Non-accredited New
Entrants Schemes
There are a variety of industry
supported new entrants training
schemes delivered in the 4 nations.
They provide employees that have
just joined the industry (working for
31
less than 12 months) with on-the-
job training. Some schemes have a
specific remit, for example the ITV
Foundation Placement Scheme, which
targets black and minority ethnic
(BAME) groups to address equality and
diversity within the workforce.
Many of these schemes are non-
accredited. In some cases this is
because existing accredited provision
does not meet the needs of the
employer or the trainee. In the past,
NVQ units have been incorporated
into some schemes in order to deliver
accredited outcomes which, in turn,
attract external funding. However, this
model is problematic as it is not best-
fit with industry’s needs and potentially
poses barriers to completion as
the model is manipulated to deliver
outcomes that have not been
designed for that purpose or in that
context. This option is also now far
less viable as a limited number of S/
NVQs are available, as noted earlier in
this section.
In many cases, sectors have
expressed a desire to have this form
of industry training accredited. There
are likely to be different reasons
for this, but common justifications
given include the access to funding
that accreditation could release
in England, Wales and Northern
Ireland; formal certification for
attainment, which will aid transfer
and recognition; the opportunity
for benchmarking against quality
standards, including the requirement
to incorporate National Occupational
Standards, and widening access
to industry delivered provision. The
potential for accrediting industry
training, and for the development
of new vocational qualifications or
accredited units out of successful,
industry supported new entrants
training schemes, is an important
area of development and forms a
key part of the landscape of future
provision for the sector, as described
in section 6.1.

Informal Short
Course Provision
This form of provision is accessed by
pre-entrants, new entrants, freelancers,
employees and those not in formal
education, training or employment.

This diverse user group demands a

closer interrogation of the take-up,
completion and progression of this
form of informal learning, as well as
who the courses are delivered by
and their intended purpose. Some
informal provision offers access to
learning and personal development
that supports equality, diversity
and social inclusion. This includes
community learning and the voluntary
sector, supporting access to entry
level / access level provision. Other
forms of informal provision offer
opportunities for work based training
for new entrants and aspirants, or
purpose and the extent to which it The key issue relevant to this SQS
CPD for freelancers and employees.
meets the needs of the sector. is the cost of this form of provision.
Providers include industry, independent This has an inevitable impact on
training providers (ITPs) and creative
Vendor Qualifications access as the cost of the training is
and cultural organisations (CCOs). An Vendor qualifications are used by the prohibitive for some practitioners,
assessment of the courses delivered, sector where recognised training on particularly freelancers and SMEs
their target audience and intended select items of hardware or software where employer investment is less or
purpose will indicate which courses are is required or expected. Where this unavailable. Subsidy schemes can
designed to meet the needs of industry training is delivered by the manufacturer and do help with this. However, a
and which have an important role to or producer, a vendor qualification more sustainable model would better
play in supporting access and social may be certificated. However, this is support the needs of industry and the
inclusion. As in the case of qualification non-accredited and often expensive. growth of a more diverse workforce.
value and purpose, this distinction is Examples of vendor qualifications
important; both have an important widely used and valued by the sector
function, but it is the latter that needs include: Avid, Apple and Adobe.
further scoping to determine its

32

The fact that these qualifications are
non-accredited is less of an issue
in this context as the qualifications,
where used by industry professionals,
are widely recognised and valued.
Therefore, the lack of recognition and
transferability of some non-accredited
provision does not apply here.
Skills Passports
The term ‘skills passports’ is widely
employed, but the product and its
purpose varies. Skillset has a Skills
Passport Scheme for grips in film and
TV, and schemes in development for
lighting electricians and stagehands.
The purpose of the scheme is to more
easily evidence competence in the
work place by detailing qualifications
and training gained that is preferred
by the sector. In this instance, it is
Skillset’s NVQ for Grips. The Skills
Passport is a plastic card that lists the
NVQ units achieved.
This provision serves a very specific
need in one occupational area in
film and TV; there is not a consistent
need for this across the Creative
Media Industries. However, other
sectors have expressed interest this section forms the foundation on
in other forms of Skills Passport which such a map of provision could
that serve a different purpose. For be developed. The diagram does not
example, the computer games sector illustrate progression routes. It is a flat
has expressed interest in a model plain indication of how the types of
of Skills Passport to record non- provision can interrelate.
accredited industry training gained
whilst in employment. The sector
benefits from high quality in-company
training; however, there is a need
to record this in order to evidence
training to support transfer and wider
recognition outside of the company
that delivered it. A Skills Passport
scheme that records training and can
be updated throughout a person’s
career in the industry, could provide
the solution. This issue is not unique
to computer games; other sectors
in Skillset’s footprint could benefit
from such a scheme. This Strategy
should recognise this sector need
and the action plan should address
the potential of developing a Skills
Passport scheme to meet this need.
4.1.4 Interrelationships
The coherence of this breadth of
provision, with clear distinctions
between different types and purpose,
comes out of the inter-relationships
between forms of provision and the
progression routes that they create.
By identifying these links, it should
be possible to build a map of existing
provision that supports both the
individual and the sector, thereby
shaping the landscape of future
provision. This should also indicate
where there are gaps in provision, or
changes required to existing provision
(such as the accreditation of some
industry training schemes) in order to
complete the progression map.
Drawing on the types and purposes
of qualification and provision detailed
above, the diagram at the start of
33
4.2 Qualifications Analysis Scotland: Take up of qualifications
4.2.1 Take-up information in further education
Data for the academic year 2006-
07 show that Art and Design Figure 4.2.3: Number of students in
The following information gives an the UK studying creative media related
qualifications at Levels 3-5 courses by country
idea about the number of students
(equivalent broadly to England’s
enrolled in courses related to the
GCSEs) were held by 33.2 per cent Number of
Creative Media Industries. This Nation
Students
of all school leavers that year. This
includes the take-up of qualifications England 71,877
accounts for 19,176 pupils. This
in secondary school, further education
compares to 19.9 per cent for music Scotland †

and higher education, and where

(11,485 pupils) and just 1.0 per cent Wales 8,294
available the information about
for media studies (575 pupils). Northern Ireland 3,663
take-up of qualifications across the
Total 87,669
nations. It is worth noting that the Pupils leaving school with a Level
statistics significantly vary from 2000 6 qualification* are less likely to
to 2006/7. In the last few years, the have studied a subject related to
England
number of students undertaking the Creative Media Industries. For In the academic year 2005/06,
creative media related qualifications example, of the total 57,773 school there were a total of 71,877 further
has undoubtedly increased, therefore leavers in 2006-07, 8.8 per cent of education students studying audio
it is likely that there are a greater pupils had a level 6 qualification in visual related courses in England
number of learners studying creative Art and Design (around 5,079). The (see figure 4.2.3). (LSC data)
and media courses at present. percentages are lower still at Level 7
(see figure 4.2.2). Scotland
Take up of qualifications
14 – 16 year olds Figure 4.2.2: Percentage of pupils in year
groups 10 and 11 studying the following
†
The total number of students
receiving awards (Level 5 and 6)
subjects (GCSEs) (Scotland)
- England and Wales: in courses related to the Creative
SCQF SCQF Media Industry in the academic year
The number of pupils taking Level Subject
Level 6 Level 7 2005/06 is not currently available
2 (year 11) courses relevant to the
Total Leavers 100.0% 100.0% in a compatible format.
Creative Media Industries is indicated
Art and Design 8.8% 1.6%
by the figures on GCSE results. In the
Computing Studies 4.2% 0.4%
Wales
academic year 2002/03 out of a total
Music 5.9% 1.6% In the academic year 2005/06,
4,891,800 entries there were 72,300
Graphic 4.0% 0.7% there were a total of 8,294 students
(1.5%) IT entries and 29,400 (0.6%)
Communication
film/media/TV studies entries. studying creative media related
Drama 2.4% 0.2% courses in Wales (see figure 4.2.3).
Figure 4.2.1: Percentage of pupils in year Media Studies 0.7% 0.0%
groups 10 and 11 studying the following (SSA Tranche 2 data).
subjects (GCSEs) (England and Wales)
* Please note that, while Level 3-5
qualifications are broadly equivalent to
Subject Year 10 Year 11 England’s GCSEs, Level 6 qualifications
Information & 56% 53% are not considered as equivalent to A
Communication levels.
Technology
Music 9% 9%
Drama 19% 19%
Art and Design 33% 34%

34
Take up of accredited qualifications in further education
Figure 4.2.4: Number of students studying creative and media accredited courses

Level
Subject area Pre-16 Post-16 Post 16 subtotal
(*NQF)
subtotal subtotal
Art and Design 1 298 3,310
Art and Design 2 753 9,694 40,912
Art and Design 3 5 12,404
Broadcasting Film and Media 1 168 493
Broadcasting Film and Media 2 1,278 1,375 15,504
Broadcasting Film and Media 3 1,750 1,754
New Media and Photography 1 253 343
New Media and Photography 2 175 178 1,322
New Media and Photography 3 801 801
Performing Art 1 410 510
Performing Art 2 3,305 3,984 10,560
Performing Art 3 5,660 5,666
Printing and Journalism 1 92 92
Printing and Journalism 2 242 242 400
Printing and Journalism 3 66 66
*NQF – National Qualification Framework

Take up of qualifications in higher education The table opposite (figure 4.2.5)

shows that for academic year 2002/03
Figure 4.2.5: Number of students in higher education studying
creative media related subjects there were a total of 118,665 higher
education students in the UK studying
Total No. of
Students subject areas that come under the
‘creative arts and design’ category
Creative Arts and Design 11,8665
and a total of 36,850 students in
Broadly-based programmes within creative arts and design 230
the UK studying subjects that come
Fine art 16,970
under the ‘mass communication and
Design studies 47,005
documentation’ category.
Music 17,210
Drama 15,870
Dance 1,635
Cinematic & photography 9,265
Crafts 1,130
Imaginative writing 2,645
Others in creative arts & design 6,705
Mass communications & documentation 36,840
Broadly-based programmes within mass communication & documentation 10
Information services 4,555
Publicity studies 4,095
Media studies 20,205
Publishing 1,995
Journalism 5020

35
The table to the right (figure 4.2.6) Figure 4.2.6: Number of qualifications obtained
illustrates the number of higher Creative arts Mass communications
education qualifications obtained & design & documentation
in the UK in creative art and design Total HE qualifications obtained 36,295 11,870
and mass communications and First Degrees 26,465 7,415
documentation in 2002/03. Higher Degrees 4,165 2,460
Other Postgraduate 1,340 955
Foundation Degree 285 35
HND/DipH 2,515 425
Other Undergraduate Qualifications 1,530 575

Figure 4.2.7: Overview of provision, registration and certification

Overview of Provision,
Registration and Qualification
Nation
Number of Number of Number of
Level Qualifications Registrations Certifications
Certification
England 45
The table to the right provides Scotland
an overview of the available data Level 2 VQ Wales 8 305 215
for those enrolling on Vocational Northern Ireland 18 462 270
Qualifications (VQs), Scottish/National Total
Vocational Qualifications (S/NVQs) at England 6 101 38
Levels 2, 3 and 4, apprenticeships, Scotland 4 4 1
foundation degrees, undergraduate Level 2 S/NVQ Wales 6 0 0
courses and postgraduate courses. Northern Ireland 5 101 64
The data shown is for the academic Total
year 2006 – 2007, unless otherwise England 96
stated. Scotland
Level 3 VQ Wales 12 612 345
Where gaps appear, this is due
Northern Ireland 16 1,106 269
to the difficulty of verifying some
Total
data gathered. The table has been
England 6 93 36
designed to reflect future data
Scotland
requirements. Therefore, measures
Level 3 S/NVQ Wales 6 0 0
to collate and record this data in
Northern Ireland 12 65 41
the future will be put in place.
Total
England 6
Scotland
Level 4 VQ Wales 4 35 20
Northern Ireland 2 26 21
Total
England 3 11 3
Scotland
Level 4 S/NVQ Wales 3 0 0
Northern Ireland 3 101 70
Total
England 2 17 21
Scotland
Apprenticeships Wales 0 0 0
Northern Ireland 0 0 0
Total 3 17 35

36
 Figure 4.2.7: Overview of provision, registration and certification

England
Scotland
Foundation
Wales
Degrees
Northern Ireland 5
Total
England 1,103 Not Available Not Available
Scotland 77 Not Available Not Available
Undergraduate
Wales 174 Not Available Not Available
Courses
Northern Ireland 22 Not Available Not Available
Total 1,376 Not Available Not Available
England 420 Not Available Not Available
Scotland 38 Not Available Not Available
Postgraduate
Wales 51 Not Available Not Available
Courses
Northern Ireland 2 Not Available Not Available
Total 511 Not Available Not Available

Note on data sources and
accuracy of information:
The data regarding VQs is
fundamentally limited in what it
represents. The data capture used
is not sufficiently sophisticated to
account for relevant units used within
other qualifications. With regard to
future information requirements,
there needs to be the consideration
of how this data can be captured
and reflected.
The figures for vocational
qualifications in England are
estimates based on the information
available to Skillset through the
National Database of Accredited
Qualifications (NDAQ). A large
proportion of VQs are registered
with the NDAQ, but invariably
not all courses will be covered. It
has not been possible to obtain
accurate registration and completion
figures for these qualifications due
to the various sources different
categorisation systems. The data
for NVQs in England and Wales
was obtained from City & Guilds
awarding body who are the sole
provider for NVQs for Skillset in
England and Wales.
Some of the figures for Scotland are
not currently available in a format that is
compatible with the data captured for
England Wales and Northern Ireland.
With regard to apprenticeships,
Skillset hold their own database of
candidates that includes registration
and certification figures. Skillset does
not currently have apprenticeship
frameworks that are delivered in
Wales or Northern Ireland.
For undergraduate and postgraduate
courses, the number count is based
on figures made available through
the British Film Institute (BFI)/Skillset
Course Database. This database
will cover a large number of courses
made available at this level within the
Skillset footprint, but will not cover all
of those available. For a course to be
included in this count, they will have
had to register for the database.
4.2.2 Future Information
Requirements
For Skillset to be able to inform
development of future strategies, it
would need to be able to populate
the above table with correct and
verified data. In order for this
information to be of value, it would
need to be collected during the same
time period for all qualifications,
using the same data measures
and collection techniques across
the board. Ideally, this information
would be made available annually,
for the previous 12 month period, in
order to be used in the observation
and analysis of trends. To obtain
a more reflective picture of the
range and take up of provision, a
more sophisticated method of data
capture that takes into account
units of qualifications, as well as full
qualifications, is required.

37
4.3 Match to
Employers’ Needs.
In assessing the industry’s perception
of pre-entry and post-entry provision,
and the value employers place on
different forms of provision, it is
possible to identify implications on
qualifications and other learning
provision specific to the sectors.
There are a number of consistent
issues common to sectors in the
Creative Media Industries; these include:
• the need for a clear progression
routes through qualifications and
training at all levels, with flexible
funding and delivery structures to
support access;
• p
 re-entry preparatory qualifications
that develop transferable skills
relevant to the industry, a broad
knowledge of the industry and the
breadth of job roles available, and
the broad practical skills to nurture
creative practice;
• a Level 3 pre-entry preparatory
qualification that provides an
induction to the industry,
including professional practice,
health and safety, and intellectual
property rights;
• m
 ore flexible, modular higher level
programmes and CPD courses,
for example, in business and
management and leadership –
unitised qualifications that can
be taken in stages via a range of
delivery models;
• further development of
occupational qualifications and
apprenticeship frameworks in
discrete areas of the industry,
providing demand-led accredited
work-based training that supports
progression and recognises
competence in the work place;
• partnership arrangements between
industry and education institutions
to provide high quality, demand
led offer, and opportunities for
collaborative delivery;
• m
 aximise and enhance Skillset’s
accreditation schemes and
Skillset’s Academy Network to
help build and sustain effective
partnerships between industry and
education at all levels;
• e
 xplore opportunities to accredit
in-company industry training
schemes, to support access and Industries are asked a number of
wider recognition; questions relating to education,
training and development. The tables
• e
 xplore the potential of a form
below show which types of provision
of Skills Passport scheme to
employers perceive to be important
record and demonstrate
and which qualifications they would
in-company industry training and
encourage employees to work
industry certified competency-
towards. The figures are expressed
based assessment.
in percentage terms of the 1,792
4.3.1 Qualifications and employers interviewed.
Other Learning Provision
Used by the Sector
The research data included in this
section provides a valid and robust
context to evidence the industry
needs identified and the strategies by
which they can be met. The data is
gathered through Skillset’s ongoing
programme of research, including a
Census, Workforce Survey, Employer
Survey, Futures Symposium and
supply side mapping.
As part of the Employer Survey,
employers in the Creative Media
38
Perceived Importance of Pre-Entry and Post-Entry Provision in Percentage Terms
Figure 4.3.1

Provision Perceived Important TV Radio Interactive Facilities Photo imaging

Pre-entry FE 84 63 80 88 59
Post-entry specific technical training 78 84 80 88 78
Post-entry business training 76 81 70 79 67
Post-entry CPD 73 85 64 83 56
Post-entry management training 73 83 66 82 69
Post-entry new entrant scheme 62 62 56 78 54
Pre-entry other degree 59 65 76 82 44
Pre-entry media degree 54 30 29 11 n/a
Pre-entry other postgrad level 51 62 58 58 33
Pre-entry community learning 49 67 40 70 33
Pre-entry media postgrad level 46 34 18 5 n/a

Source: Skillset 2006 Employer Survey; response numbers too low in sectors not included in the table.

Qualifications Employers Would Encourage Employees to Work Towards in

Percentage Terms
Figure 4.3.2

Qualifications employers
Interactive Computer Corporate
would encourage employees TV Radio Animation Facilities
Media Games production
to work towards

Specialist & specific vocational

69 71 59 62 59 77 73
qualifications

Degree or postgraduate
63 70 70 64 59 75 66
qualifications
N/SVQs 62 39 51 48 39 42 61

Apprenticeship/Modern
56 63 48 58 40 60 60
Apprenticeship

Foundation degrees 45 26 39 60 50 22 55

Informal/lifelong learning
34 51 32 25 32 55 31
qualifications

Vendor qualifications 32 57 50 31 44 56 27

Other qualifications 12 18 8 18 23 9 22

Source: Skillset 2006 Employer Survey; response numbers too low in sectors not included in the table.

39
Film
- Film Production
The film production workforce has
a mean age of 38.5 years, with around
two fifths aged under 35.
A large proportion of the workforce
are relatively recent entrants, with
a significant proportion having
started paid work in the industry in
the 1990s (36%) and since 2000
(36%). Approaching three fifths of
the film production workforce (58%)
hold a graduate qualification (an
undergraduate or postgraduate degree
or diploma), with non-media related
qualifications more common than
those in film or media specific fields.

Approaching half (45%) of the film

production workforce had done some
kind of industry training or learning,
including teaching themselves skills,
during a twelve month period. A
slightly higher proportion (52%) felt
that they needed further training.
Eight in ten (83%) report difficulties
obtaining training.
Film Distribution
Film distribution is the only sub-
sector of the film industry for which
views on provision are currently
available. Of the three large
employers responding, all rated
each of post-entry management
training, business skills and CPD
as important. Two employers rated
degrees in non-media subjects,
while one of the employers rated
degrees in media specific subjects
and postgraduate qualifications (both
media specific and in other subjects)
as important.
Approaching two fifths (38%) of
film distribution companies say that
they would encourage permanent
employees to work towards
qualifications, compared to 51% of all
creative media employers. The most
commonly cited by film distributors
as potentially valuable are degrees
including MBAs and postgraduate
courses and apprenticeships.
Approaching two fifths (38%) of film
distribution companies have links
with schools, universities, colleges or
private providers. This is lower than
the proportion of all creative media
employers (55%).
None of the film distribution
companies from which data was
collected already recruit recent
FE college leavers or apprentices,
however around half of employers
said that they would consider
recruiting from these groups. Around
half of film distribution companies
have offered or currently offer a work
placement or experience post.
Implications on
Qualifications and Other
Provision for the Sector
Although film features in many
broader media related vocational
qualifications, there is limited
provision that focuses specifically
on film and delivery the right mix
of vocational skills to support
progression into the industry. For this
reason, the sector supports pre-
entry provision that incorporates this
skill mix, as well as a more accurate

40

representation of the broad range of
occupational roles in the industry. A
pre-entry preparatory qualification
with a more specialised route for film,
may meet this need. This would be
supported by more links between
the sector and education, which is
currently low compared with other
sectors in the Creative Media Industries.
Recent qualification development
for the sector has been in relation to
occupational qualifications and work
based training. The sector supports
accredited training in the craft and
technical grades, where health and
safety is critical. Skillset has worked
closely with the film industry to
develop N/SVQs in set crafts, lighting,
grips, camera, stagehands and
camera operators. To further support
accreditation of work based training,
new apprenticeship frameworks are
currently in development for set crafts
and technical roles in film and TV.
These developments represent a
demand-led model with potential
for further expansion in priority
occupational areas.
High quality delivery of the N/SVQs
and the apprenticeship framework
is reliant on strong links between
industry, education and provider
institutions. This engagement with
education is something that has
increased significantly through the
launch of Skillset’s Screen Academy
Network. The sector values this
involvement in the design and
delivery of high quality higher level
programmes and supports the
enhancement of undergraduate and
postgraduate provision through the
Skillset Screen Academies.
In relation to this, the sector supports
the development of new higher
level provision in business and
management and leadership. One
of the Skillset Screen Academies is
a dedicated Skillset Film Business
Academy; however, access to the
provision offered in one institution is
limited due to capacity. The sector,
therefore, supports the development
of more demand-led higher level
courses such as MBAs and
management and leadership short
courses, particularly where industry
is directly involved in their design and
delivery.
Television
The TV industry is young even
by media industry standards. In
cable and satellite for example,
48% of the workforce is aged
under 35, compared with 43% of
the wider Creative Media Industry.
Entry routes into the industry differ
slightly between the three sectors,
with formal recruitment processes
reasonably common in broadcast TV
and cable and satellite, but extremely
rare in independent production.
Almost everyone entering the industry
41
now is a graduate. When this is
coupled with the high dependency
on relevant and targeted CPD of
a highly skilled, largely freelance
workforce, it is perhaps not surprising
that employers in television value a
wide range of provision.
In total, 84% of companies rate
pre-entry further education, and
98% higher education as important.
Slightly more employers rate non-
media studies graduate degrees
than media studies degrees (59%
compared with 54%), and the
same applies with postgraduate
degrees (51% compared with 46%).
Around two thirds of the workforce
in TV actually holds a degree. In
broadcast TV, this is more likely to
be in a non-media subject, but in
cable and satellite and independent
production, media and non-media
degrees are more or less equally
commonplace. This may partly reflect
the occupational composition of
the workforce in each sector as the
broadcasters employ substantial
numbers of people in generic roles
such as HR and finance, whereas
almost everyone in independent
production is directly involved in the
production process.
In terms of post-entry provision,
CPD, management and leadership
training, business skills and specific
technical training are all rated as
important by around three quarters of
employers in television. Around half
have links with schools, universities,
colleges or private providers.
Almost half of all TV companies
say that they would encourage
permanent employees to work
towards qualifications. The most
commonly cited by this group as
potentially valuable are specialist and
vocational courses (69%), degrees
(including MBAs and postgraduate
courses (63%), NVQs (62%), and
apprenticeships (56%).
7% of companies already recruit
recent FE college leavers, but nearly
half say that they would consider it. A
similar proportion (6%) currently recruit
apprentices but fewer – one third - say
that they would consider doing so.
Nearly three quarters of companies
have offered or currently offer a work
placement or experience post. This is
evidence of the TV sector’s reliance
on runners, who are largely on work
experience placements.
Around two thirds of the workforce in
TV report having a training need, and
of these around nine out of ten in all
three TV sectors have experienced
barriers to receiving what they need.
The average number of days training
received is lower in all TV sectors
than the creative media average –
4.9 days per year in broadcast TV,
6.0 in cable and satellite and 5.6 in
independent production, compared
with an industry average of 7.4 days.
Implications on
Qualifications and
Other Provision for the
Television Sector
The critical issue for the TV sector is
the potential impact of convergence.
At one end of the spectrum, there
is increasing convergence with film,
particularly in some technical and
craft grades, where freelancers
seek work across both sectors. At
the other end, broadcasters and
independent production companies
are experiencing convergence in
relation to a growth in multi-platform
content. Over the next five years, this
will increasingly impact on the sort of such courses exist. Skillset’s
of competencies required to work in Employer Survey has identified 188
the sector. undergraduate and 102 postgraduate
courses relevant to television listed
The qualifications that most
on the Skillset/BFI database.
employers would want their
employees to work towards are
specialist vocational qualifications.
However, the broad view of the
industry is that there is too much
FE provision packaged in too many
different qualifications delivering
varying quality which is confusing to
the industry and mitigates against
mutual investment and partnership.
Existing qualifications need to be
reviewed and rationalised in order to
ensure that they effectively meet the
needs of the sector, and partnerships
need to be build and sustained in
order to support high quality delivery.
This would in turn support the
development of clear progression
routes through education and training
and into employment, including
specific vocational qualification
routes and apprenticeships to
create diverse entry routes. In
certain occupational areas, there is
evidenced support for this; these are
largely in production, and in craft and
technical grades. A small number
of apprenticeship frameworks are
now under development as a result.
Further work in this area, including
the development of delivery models,
partnerships between industry and
education and sustainable funding
models, now needs to be taken
forward as a result of this Strategy.
Employers in the sector also rate
specialist undergraduate and
postgraduate provision as valuable.
As with pre-entry vocational
qualifications, a large number
42
This volume of supply is supported
by the UCAS database which lists
over 350 television or broadcast
related services. In order to combat
this issue of volume and the need for
employers and students to navigate
the range of provision and identify
that which would be of most value
to both, a form of recognition or
industry accreditation of specialist
undergraduate and postgraduate
courses could be rolled out as part
of the Skillset Academy programme.
The difficulty of delivering and
sustaining the delivery of high
quality qualifications and training is
a significant issue for the industry,
and for the TV sector in particular
where there is such a high proportion
of freelancers and SMEs that are
unable to invest in industry training.
There is an increasing number of
industry training schemes available;
however, access and funding
issues present barriers to training.
A potential solution to this, which
employers in the sector have raised,
is the development of an Industries
Induction Award at Level 3 that could
be taken as part of a new entrants
training scheme. This would provide
a way of benchmarking new entrant
and employer training schemes, as
well as providing trainees with an
accredited outcome, supporting
access and potentially attracting
public funding.
The effective recording of training
and qualifications continues to be
an issue for the sector. Employers
want to see what a person has done,
the skills they have developed and
the progression they have achieved.
Where so much non-accredited
training is delivered to support
progression into and through the
sector, this is difficult to achieve. (64%) of the workforce in radio actually
The sector continues to express an holds a degree and this is more likely to
interest in the use of Skills Passports be in a non-media subject.
to overcome this issue, as well as in
Almost half (48%) of all radio
response to the issue of compliance.
companies say that they would
Skills Passports could form a useful
encourage permanent employees
record of training for compliance
to work towards qualifications.
related or health and safety training;
The most commonly cited by this
critical areas of skill development for
group as potentially valuable are
most job roles in the sector.
specialist and vocational courses
Radio (71%), degrees including MBAs and
postgraduate courses (70%) and
The radio industry is relatively young
apprenticeships (63%). Foundation
and well qualified, with 42% of the
degrees tended to be less popular
workforce aged under 35 (although
amongst radio companies (26%
this is still slightly lower than the
rating them as potentially valuable
wider Creative Media Industries
compared to 40% of all companies).
where 47% are aged under 35)
and approaching two thirds (64%) Radio companies (80%) are more
are graduates. The radio sector likely than those in other sectors
comprises BBC, commercial and (55%) to have links with schools,
Restricted Service Licence (RSL) universities, colleges or private
stations. The growth of RSL stations providers. This fact may contribute
and therefore a workforce with an to the higher rates of recruitment of
increasing number of volunteers is a and involvement with specific types
contributing factor to radio employers of entrant. Nearly one fifth (18%)
valuing a wide range of provision, already recruit recent FE college
particularly post-entry, and also leavers, and a further two fifths say
actively engaging with providers. that they would consider it. The same
proportion (18%) currently recruit
Radio companies rate post-entry
apprentices but on this occasion just
provision highly with CPD, specific
one fifth say that they would consider
technical training, management &
doing so. Four fifths (79%) of
leadership training and business
companies have offered or currently
training all rated as important by more
offer a work placement or experience
than four fifths of employers.
post.
In contrast to other sectors, the most
Levels of training need are actually
popular type of pre-entry provision
lower within the radio workforce.
is community learning, which will in
Approaching three fifths (58%) of
part be due to the growing numbers
the radio workforce report having
of RSL or community stations. More
a training need, compared to 63%
radio employers rate non-media
across the wider creative media
studies graduate degrees than media
workforce. Of those who have
studies degrees (65% compared
tried to obtain training or materials
with 30%), and the same applies with
postgraduate degrees (62% compared
with 34%). Approaching two thirds
43
85% have experienced barriers
to obtaining what they need. The
workforce in radio receive an average
of 6.7 days training per year, which
is lower than the Creative Media
Industry average of 7.4 days.
Implications on
Qualifications and
Other Provision for the
Radio Sector
Although levels of training need
are comparatively lower than in
other sectors, the radio sector
has identified specific areas
where training is required and
where accredited qualifications or
training are not currently available.
An example of this is the need
for accredited undergraduate
provision for engineering to
support progression into broadcast
engineering job roles in radio. There
are currently skills shortages and
difficulties in recruitment in this
occupational area in the sector.
In terms of progression, there progression into employment in some
is also interest in the sector to occupational areas.
develop endorsed undergraduate
As noted above, research shows
programmes and foundation
post-entry provision is rated highly by
degrees, to further develop specific
the sector, with CPD, management
skills, particularly in relation to
and leadership training and business
production and engineering. It would
also help to address the current lack
training all rated as important by more
of understanding of the range of job
than four fifths of employers. This need
roles and breadth of job functions in
would be met by the development of
contextualised modular management
the sector, such as marketing and
and leadership qualifications at
sales. This lack of understanding of
graduate and postgraduate levels. This
the sector has been compounded
would support the existing workforce
by the relatively fast changes in
to develop essential leadership and
technology and their impact on
management skills. It would also be
skills and professional practice. The
supported by employers, in a sector
sector has expressed interest in the
where there is such strong support
development of an Induction Award
for employees to work towards
at Level 3, which could support
qualifications.

A further example of specific

training needs identified by the
sector is in relation to community-
based on-the-job training. Unlike
other sectors, there is generally
good access to community-based
training opportunities across the UK,
through hospital radio, local radio
and campus radio stations. Although
there is greater access to such work
based training opportunities, there
is a need for accredited training to
formalise and certificate the training.
A specialist pre-entry Level 3
qualification would provide valuable
accreditation of work based learning.
This will support the training need
that has arisen from the growth in
RSL stations.

44
Therefore, as a result of research
and consultation with the sector,
there is evidenced need for different
forms of provision. In response
to this need, Skillset has planned
for a full review of its National
Occupational Standards for radio
production, which will then inform the
development of new provision.
Animation
The animation industry has a fairly
young and well qualified workforce,
with half (48%) aged under 35
and four fifths (78%) graduates.
Graduates within the sector are more
likely to have media specific degrees
or postgraduate qualifications (29%
and 24% respectively) than degrees
of postgraduate qualifications in
other subjects (15% and 10%). It
is therefore to be expected that
employers in the sector value FE and
HE and that levels of involvement in
training are high within the sector.
Animation companies rate post-
entry technical training and pre-entry
FE most highly (both perceived
as important by 10 out of the
14 employers responding to this
question). Companies in the sector
also rate HE highly, with media
studies degrees and postgraduate
qualifications tending to be more
popular than those in other subjects.
This evidence is supported by the
make-up of the animation workforce,
where 78% are graduates and media
degrees are more common than
degrees in other subjects.
More than a third (36%) of animation
companies say that they would
encourage permanent employees
to work towards qualifications,
which is lower than the 51% of
all creative media employers.
The most commonly cited by Implications on
animation employers as potentially Qualifications and other
valuable are degrees including
Learning Provision for the
MBAs and postgraduate courses
Animation Sector
(64%), specialist and vocational
courses (62%), foundation degrees Animation is another sector in which
(60%, which is particularly high the workforce is highly educated,
in comparison to the 40% of all but in which there is a high level of
creative media employers) and training need. Taking into account
apprenticeships (58%). this high percentage of need, and
the fact that the majority of those
Six in ten (59%) animation companies
questioned reported barriers to
have links with schools, universities,
training, there are clear implications
colleges or private providers. This is
on the future development of
slightly higher than the proportion of
learning provision and of industry’s
all creative media employers (55%).
engagement with the development
Just 4% of animation employers and delivery of this provision.
already recruit recent FE college
The sector has expressed support
leavers, but a further 55% say that
for involvement in the accreditation
they would consider it. A similar
of provision at undergraduate and
proportion (6%) currently recruit
postgraduate levels, including
apprentices but on this occasion
foundation degrees. In 2005, Skillset
just a third (33%) say that they
responded to this by launching a
would consider doing so. Six in ten
pilot accreditation scheme of degree
(62%) employers have offered or
level animation courses throughout
currently offer a work placement or
the UK. The Scheme was devised
experience post. All of the ‘currently
by Skillset in consultation with the
recruiting/taking on’ figures are
industry and education providers,
slightly below the average across all
and universities across the UK are
creative media employers.
now offering industry endorsed,
Levels of training need and the Skillset approved courses in
amount of training received are animation.
much higher amongst the animation
There is scope to expand and
workforce. Seven in ten (71%) report
increase access to industry supported
having a training need, compared
accredited provision, either through
to 62% of the wider creative media
additional courses achieving Skillset
workforce. Of those who have tried
approval, or through the expansion
to obtain training or materials the
of many highly regarded
majority (95%) have experienced
undergraduate and postgraduate
barriers to obtaining what they need.
courses currently being offered by
The animation workforce receive
Skillset’s Network of Academies.
an average of 24.1 days training
per year, which is the highest of An important area for expansion
all Creative Media Sectors (and identified by the sector is in
compares to an industry average of modular higher level programmes in
7.4 days). management and leadership. This
could be a generic programme,
45

contextualised to meet specific
needs of the sector. There are a
number of existing courses that
could meet the industry’s need in
terms of content. However, in most
cases they are insufficiently flexible
and so are not widely used by the
industry. A more flexible approach to
qualification structure and delivery
model is, therefore, an important
requirement in future qualification
development.
In both the animation and computer
games sectors, much of the
industry training received by the
workforce is company based. This
supports employees in medium to
large companies; however, smaller
employers do not have the capacity
to offer such training. Also, as this
training is in-company, it is non-
accredited, which has implications
on its wider recognition and
transferability. For this reason, the
sectors have expressed interest in a
form of Skills Passport that recognises
and records in-company training.
Interactive Media
The interactive media industry
typically has a very young and well
qualified workforce, with three fifths
(58%) aged under 35 and four fifths
(80%) graduates. Around three
quarters of the interactive media
workforce have entered the sector
since the mid-nineties, compared
to half of those in the wider Creative
Media Industries. It is therefore to
be expected that employers in this
‘newer’ and educated sector value a
wide range of provision, particularly
FE and HE, and that the workforce
tend to receive more training.
Interactive media companies rate
post-entry technical training and
pre-entry FE most highly (both
perceived as important by 80%
of employers). Companies in the
sector have a very polarised opinion
of HE, being much more likely to
rate non-media studies graduate
degrees than media studies degrees
(76% compared with 29%), and also
the same applies for postgraduate
degrees (58% compared with 18%).
With a highly qualified workforce
(80% are graduates) it is no surprise
that degrees and postgraduate
qualifications are overall held in
high esteem by interactive media
employers (85% rate any HE
provision) despite the seeming
indifference to media courses. It is
important to note that vocational
media courses that are designed to
meet industry needs are often well
regarded by employers. However,
the perceived importance of media
specific qualifications may be
impacted by views on those that are
less vocational in nature.
In terms of other post-entry provision,
business skills, management and
46
leadership training and CPD are all
rated as important by around two
thirds of employers.
Approaching two-thirds (63%) of all
interactive media companies say that
they would encourage permanent
employees to work towards
qualifications, which is much higher
than the 51% of all creative media
employers. The most commonly
cited by interactive media employers
as potentially valuable are degrees
including MBAs and postgraduate
courses (70%), with specialist
and vocational courses (59%) the
second most popular. Around half
of companies in the sector value N/
SVQs, vendor qualifications
and apprenticeships.
Over half (54%) of interactive
media companies have links with
schools, universities, colleges or
private providers.
One in ten (10%) interactive media
employers already recruit recent FE
college leavers, and a further 43%
say that they would consider it. A
similar proportion (9%) currently
recruit apprentices but on this
occasion just a quarter say that they
would consider doing so. Seven in
ten (68%) employers have offered or
currently offer a work placement or
experience post.
Levels of training need and the
amount of training received are
higher amongst the interactive media
workforce. Seven in ten (70%) report
having a training need, compared
to 62% of the wider creative media
workforce. Of those who have
tried to obtain training or materials
84% have experienced barriers
to obtaining what they need. The
interactive media workforce receive

an average of 8.2 days training per
year, which is higher than the Creative
Media Industry average of 7.4 days.
Implications on
Qualifications and
other Provision for the
Interactive Media Sector
Although benefiting from a highly
educated workforce, the sector has
identified areas of need in relation
to provision, and views on more
demand-led provision at most levels.
In terms of pre-entry preparatory
qualifications, the sector has
raised the question as to whether
pupils are receiving exposure to
the combinations of creative and
technical skills that the industry
needs. These are broad, creative
skills that could be applied to
a range of sectors and which
support multiskilling and cross-
sector application of skills, which is
important to this sector.
Also in relation to pre-entry provision,
the sector has emphasised the
importance of accurate careers
information, advice and guidance development of this provision to
in promoting the range of job ensure that the more specialised and
opportunities and skill requirements in more vocational courses effectively
this new and growing sector. This need meet its skills needs. Many individual
for careers IAG and an introduction employers have developed excellent
to the industry is consistent with partnerships with HEIs and Centres
many of the sectors in the Creative of Vocational Excellence (CoVEs).
Media Industries and should be The SSA process has led to an
addressed within pre-entry preparatory agreement that these partnerships
qualifications developed to support would benefit from a more formal
future progression into the industry. arrangement. Skillset’s Academy
Network has been identified as a
Where the sector predominantly
desirable means of supporting this.
uses higher level provision, it has
expressed the desire to develop Computer Games
enhanced undergraduate and
The computer games workforce is
postgraduate provision through
the youngest of all sectors within the
Skillset. This would see an expansion
Creative Media Industries, with three
of Skillset’s accreditation process and
quarters (76%) aged under 35. In fact
would extend the sectors’ existing
around eight in ten of those working
links with universities and colleges.
in the sector have entered since the
An area for further development mid-nineties. The age profile and
identified by the sector is in higher history of the sector contribute to
level management and leadership the fact that seven in ten (68%) of
skills. This could be incorporated those working in computer games
into undergraduate or postgraduate have a degree, which is more likely
degree courses and delivered with to be in a non-media related subject.
industry support. It would also Employers in the sector tend to
have value post-entry as a CPD value a wide range of provision,
opportunity. However, due to the but a particular appreciation of FE
profile of the workforce, access to
this form of post-entry provision
can best be supported by a flexible,
modular qualification structure.
There is currently a large volume
of provision in further and higher
education for courses related to
interactive media. Skillset’s research
for the SSA identified 607 higher
education degrees, 47 further
education courses and 88 foundation
degrees directly related to interactive
media. Although employers in
the sector highly rate FE and HE,
perceiving the importance of learning
at these levels to be very high, the
sector is keen to engage with the
47
is shown in the following data as
well as a high incidence of links with
educational institutions.
Computer games companies rate
pre-entry FE most highly (rated
as important by 14 out of the
22 employers responding to this
question). Post-entry technical
training (mentioned by 13 employers),
management training (12 employers)
and CPD (12 employers) are also
more popular types of provision.
Companies in the sector also
show a preference for non-media
studies degrees and postgraduate
qualifications over media specific
qualifications. However, it is important
to note that vocational media courses
that are designed to meet industry
needs are often well regarded by
employers. The perceived importance
of media specific qualifications may
be impacted by views on those that
are less vocational in nature.
More than half (53%) of computer
games companies say that they
would encourage permanent
employees to work towards
qualifications, which is similar
to the 51% of all creative media
employers. The most commonly
cited by computer games employers
as potentially valuable are degrees
including MBAs and postgraduate
courses (59%) and specialist and
vocational courses (59%). Foundation
degrees (50%) were also fairly
popular (and more so than the 40%
of all creative media employers).
Approaching two thirds (63%) of
computer games companies have
links with schools, universities,
colleges or private providers. This
is higher than the proportion of all
creative media employers (55%).
More than one in ten (13%) computer
games employers already recruit
recent FE college leavers, and a
further 37% say that they would
consider it. Just 1% currently recruit
apprentices and a further 25% say
that they would consider doing so.
Half (52%) of employers have offered
or currently offer a work placement or
experience post.
Levels of training need are lower
amongst the computer games
workforce, but conversely the
amount of training received is much
higher. Approaching half (47%) report
having a training need, compared
to 62% of the wider creative media
workforce. Of those who have
tried to obtain training or materials
72% have experienced barriers
to obtaining what they need. The
computer games workforce receive
an average of 12.4 days training
per year, which is higher than the
Creative Media Industry average of
7.4 days.
Implications on
Qualifications and other
Provision for the Computer
Games Sector
The sector is well sourced with
pre-entry vocational qualifications,
higher level qualifications and
training. However, as in the case of
the animation sector, the computer
games industry is keen to engage
with higher education through
the accreditation of provision at
undergraduate and postgraduate
level. This is to ensure that those
higher level degree courses that
are designed to be specialised and
support progression into the industry,
are appropriately demand-led.
Following the recommendations from
48
the sector, Skillset has worked with
industry to develop an accreditation
scheme which identifies the most
relevant and highest quality courses
in the UK. Four courses across the
UK have since met this high standard
and are now accredited by Skillset,
on behalf of the computer games
industry. This system of accreditation
is valued by the sector and has the
potential to expand in order to bring
the industry and higher education
even closer together to create an
internationally competitive demand-
led offer.
Also similar to the animation sector,
as well as to a number of sectors
in Skillset’s footprint, is the need for
more flexible modular management
and leadership programmes.
They could form modules of a
undergraduate or postgraduate
course, or be available as unitised
qualifications accessible by the
workforce as demand-led CPD
programmes. As previously noted,
a number of such courses exist, but
generally lack the flexibility to make
them widely accessible for
the workforce.
Although the sector recruits
predominantly at graduate and
postgraduate level, the sector has
identified job roles that suit Level
2 and Level 3 entry. Skillset has
worked closely with the industry
to explore potential progression
routes into these roles and has
developed a Level 2 Apprenticeship
in QA Games Testing. An NVQ and
knowledge based qualification have
been developed and accredited
to populate the framework and
it is currently being piloted in the
South East of England. There is
the potential to create a further
progression pathway through the
development of a Level 3 Advanced
Apprenticeship in Games Design.
The successful development of the
Level 2 Apprenticeship presents a
model of employer engagement with
education and training providers and
with wider stakeholders to produce a
new form of provision that effectively
meets a number of key priorities for
the industry. This model is now being
replicated for other priority sectors or
occupational areas in which industry
recognise that apprenticeships could
be the means to support accredited
work based training and more diverse
access routes into employment.
Facilities
The sub-sectors making up the
facilities industry have different
workforce profiles. For example,
the post production workforce is
fairly young (54% are aged under
35) and 63% are graduates. On the
other hand, just 37% of the studio &
equipment hire workforce are aged
under 35 and 52% are graduates.
The special physical effects
workforce has the highest proportion
of graduates (69%). Interestingly
in all three sub-sectors, degrees
and postgraduate qualifications are
generally more likely to be in a media
specific subject.
49
In total, 88% of facilities companies
rate pre-entry further education
and post-entry technical training
as important. Generally, the overall
preference was for post-entry types
of provision. Companies in the sector
have an extremely polarised opinion
of HE, being much more likely to rate
non-media studies graduate degrees
than media studies degrees (82%
compared with 11%) and the same
applies for postgraduate degrees
(58% compared with 5%). The
prevalence of media degrees amongst
the workforce outlined above would
appear to contradict these findings.
However, the increasing numbers
working in other support services for
film and television (e.g. set building
and location services) are not included
in the workforce statistics. Such
roles often fall into very different
occupational groups and hence media
specific degrees are less likely to be
desired. It is also important to note
that vocational media courses that
are designed to meet industry needs
are often well regarded by employers.
However, the perceived importance of
media specific qualifications may be
impacted by views on those that are
less vocational in nature.
Over half (56%) of all facilities
companies say that they would
encourage permanent employees
to work towards qualifications.
The most commonly cited by this
group as potentially valuable are
specialist and vocational courses
(77%) and degrees (including MBAs
and postgraduate courses (75%).
Apprenticeships were also mentioned
by six in (60%) employers.
Half (51%) of all facilities companies
have links with schools, universities,
colleges or private providers. This
compares to 55% of all creative media
employers. However, amongst the
facilities sub-sectors, post production
employers were the most likely to
have existing links with educational
institutions (63%). Just four in ten
(42%) of those working in studio &
equipment hire and also in all other
facilities sub-sectors had such links.
Facilities employers are much more
likely than other employers to recruit
FE college leavers (24% already
recruit from this group, compared to
11% overall) and apprentices (21%
already recruit, compared to 9%
overall). A further three in ten facilities
employers said that they would
consider recruiting in these two
ways. Seven in ten (68%) companies
have offered or currently offer work
placement or experience posts (on
this occasion the figure is very close
to the average across all employers
of 67%).
Levels of training need amongst the
workforce vary by facilities sub-
sector. Seven in ten (68%) of those
working in post production have
training or development needs,
compared to 61% of the special
physical effects workforce and 53%
working in studio & equipment hire.
Of those who have tried to obtain
training or materials around nine out
of ten in the three sub-sectors have
experienced barriers to receiving
what they need. Individuals working
in studio & equipment hire receive
a higher number of days training
on average in a given twelve month
period (11.6 days) than both those
working in post production (5.8
days) and the wider creative media
workforce (7.4 days).
Implications on
Qualifications and
Other Provision for the
Facilities Sector
Due to the diversity of the sub-
sectors that sit within facilities,
the industry’s needs in relation to
qualifications and training vary and
their articulation is comparatively
specific. This has led to successful
provision development in some
sub-sectors, for example, in
post production, and the clear
identification of need in others, for
example, in special physical effects.
A specialist curriculum was designed
by Skillset in partnership with
industry to meet the training needs
of the post production sector. The
curriculum that was developed
has been positively received by the
sector, but as yet it is not accredited
and not widely available. There
is support in the sector for a pre-
entry specialist qualification for post
production either at Level 3 or as an
undergraduate programme, to be
informed by and developed out of the
First Post curriculum.
An example of need in special
physical effects is for a method of
recording training. Training in the
sector is largely delivered on the
job through the model of industry
specified competency-based
certified assessment. For this reason,
there is interest in a form of Skills
Passport scheme that enables the
formal recording of training and
that supports recognition of non-
accredited training undertaken.
The facilities sector has also
expressed support for more formal
recognition of vendor qualifications.
There are a number of vendor
50
qualifications produced by key
industry hardware and software
developers such as Apple, Avid
and Adobe, which are widely
used and valued by the facilities
sector. However, as described in
section 4.1.3. The lack of formal
recognition and accreditation of
these qualifications poses barriers
to access. The sector supports
the exploration of this issue and
this Strategy should, therefore,
take it forward as an area for future
development.
In terms of higher level provision,
the sector has identified a gap in
provision for engineering. There is
currently no engineering degree
available in the UK that is appropriate
to the Creative Media Industries and
that would support progression into
engineering-related job roles such
as sound engineering and broadcast
engineering. This would represent
specialist areas of study that must
be demand-led and, therefore,
developed in partnership with
industry. For this reason, the sector
has expressed interest in supporting
the development of enhanced and
accredited undergraduate provision
for engineering in appropriate
sector contexts.
As in the case of other sectors in
the Creative Media Industries, the
facilities sectors have identified a
need for modular management and
leadership provision for the reasons
previously outlined.
Photo Imaging
The photo imaging sector is
dominated by photographers,
with additional employment in
picture libraries and agencies,
laboratories, manufacturers, photo
retail and support services. Most
photographers are freelancers or
sole traders, while employment in
the other sectors is predominantly
permanent employee based.
The photo imaging industry as a
whole has a high representation
of graduates (43% overall, varying
from 48% of photographers to 40%
of other photo imaging sectors)
and common areas of study are
media and arts related. Technical
qualifications in a crafts, creative
arts and design subject are also
common. In the past a qualification
may not have been necessary to
enter the photo imaging industry but
the landscape now is very different;
half the workforce who entered the
industry pre-1970 does not have a
qualification compared with 15% who
entered after 2005.
Photo imaging employers rate post-
entry technical training most highly
(perceived as important by 78% of
employers). With other post-entry
provision such as management
training and business training also
ranking highly, there is a clear
preference for the development of
skills once individuals have joined
the company. Further education
is the highest ranked pre-entry
provision, but higher education is
not as popular within the sector.
Just 44% of employers feel that
degrees are important and 33%
feel that postgraduate qualifications
are important to their company.
Questions put to photo imaging
employers did not differentiate
by views held about non-industry types. This has resulted in a fairly
specific or those that are less confusing landscape, which the sector
vocational in nature. struggles to make sense of. There is,
therefore, a need for rationalisation,
Over half (53%) of photo imaging
both to reduce the number of
employers feel that qualifications
qualifications available and to enable
are an important outcome of
a clearer understanding of the system
training for their organisation. A
for both employers and learners.
higher proportion (67%) thought
Linked to this is the need for a clearer
that qualifications as an outcome
progression structure covering all
of training are important to their
levels and provision type, supported
workforce. When asked which type
by access to a robust IAG offer.
of qualifications underpin key job
skills the most popular responses
were N/SVQs, apprenticeships
and specialist diplomas. First and
postgraduate degrees were regarded
as being less relevant.
Photo imaging employers have
mixed feelings about the importance
of improving links with educational
establishments. Approaching two
thirds (63%) of employers say that
it is important to improve links with
private training providers, where
as 45% feel this way about local
colleges and just 30% want to
improve links with local universities.
Approaching six in ten (57%) of the
photo imaging workforce report
having a training need. Of those
The sector places high value on
who have tried to obtain training
private training provision, such as
or materials virtually all (94%) have
that currently delivered through
experienced barriers to obtaining
professional and trade associations
what they need. The photo imaging
and industry vendors, as well as
workforce receive an average of 7.6
specialist private providers, as it is
days training per year, which is very
perceived as being more relevant and
similar to the rest of the creative
accessible. However, this is rarely
media workforce (7.4 days).
linked to any formal qualification
Implications on structure, which has implications

between industry specific and
non-industry specific qualifications.
Vocational courses that are designed
to meet industry needs are often well
regarded by employers and therefore
the relative lack of importance
given to degrees may be impacted
Qualifications and Other
Provision for the Photo
Imaging Sector
There is currently a large number of
photo imaging related qualifications
available, covering all qualification
on wider recognition and access
to funding. There is interest in the
sector in gaining accreditation for
existing industry and vendor training
schemes. For example, vendor
training, such as that offered by

51

Nikon, Fuji, Adobe and Apple, is well
respected throughout the sector,
and could benefit from being formally
and externally certified. Also, specific
occupational groups, such as Police
Imaging Support Unit staff, specialist
Police photographers, school
photographers and Armed Services/
MOD photographers, urgently need
to formalise their training structures
and are keen to base these around
nationally recognised qualifications.
The sector values formal work
based training to support workforce
development and aid employee
retention. There is considerable
interest from the minilab and photo
retail sub-sector regarding N/SVQs
at Levels 2 and 3; however, funding
is seen as a major barrier to take
up. There is also good potential here
for an employer-led apprenticeship.
A London based programme–led
apprenticeship at Level 2, for new
entrant photographers, has strong
employer support. However, this is
based on the old framework which
has now expired. Gaining approval
for a new framework, based on
the revised and updated N/SVQs
is a priority.
There is a wide range of photo
imaging provision within HE, with
a number of institutions providing
52
excellent vocational education within
the broader academic environment
of a BA course. More work needs to
be done to identify such institutions
and promote and support them as
beacons of excellence, either through
an approval system or by other
means. The BIPP (British Institute of
Professional Photography) highlights
ten such colleges, by approving
them to offer the PQE (Professional
Qualifying Exam) within the final year
and some of the recently approved
Skillset Academies offer photo
imaging, although this was not
included in their bid process.
Corporate Production
Approaching half (48%) of the
corporate production workforce
entered the industry prior to 1990.
The older age profile of the sector’s
workforce (36% are aged under
35, compared to 47% of the wider
creative media workforce) and the
fact that fewer are graduates (55%,
compared to 69% amongst the wider
creative media workforce) is therefore
to be expected.
Corporate production companies
rate post-entry technical training,
management training and CPD most
highly (all perceived as important
by 15 out of the 17 employers
responding to this question).
Companies in the sector also rate FE
and HE relatively highly, with media
studies degrees and postgraduate
qualifications equally as popular as
qualifications in other subjects.
More than a third (35%) of corporate
production companies say that
they would encourage permanent
employees to work towards
qualifications, which is lower than the
51% of all creative media employers.
The most commonly cited by
corporate production employers as
potentially valuable are specialist
and vocational courses (73%) and
N/SVQs (66%). Degrees including
MBAs and postgraduate courses
(61%), apprenticeships (60%) and
foundation degrees (55%) are also
reasonably well regarded within
the sector.
Approaching half (45%) of all
corporate production companies
have links with schools, universities,
colleges or private providers. This
is lower than the proportion of all
creative media employers (55%).
One in ten (10%) corporate
production employers already
recruit recent FE college leavers,
and a further 41% say that they
would consider it. However, just 2%
currently recruit apprentices with a
further third (34%) saying that they
would consider doing so. Six in ten
(61%) employers have offered or
currently offer a work placement or
experience post. All of the ‘currently
recruiting/taking on’ figures are
slightly below the average across all is critical. The ability to respond
creative media employers. creatively to media convergence
and the opportunities it creates for
Two thirds (65%) of the corporate
corporate production are important
production workforce report having
factors in the economic growth of
a training need, compared to 62% of
the sector.
the wider creative media workforce.
Of those who have tried to obtain Early development of these
training or materials 88% have transferable skills and aptitudes
experienced barriers to obtaining is important. The Diploma in
what they need. Those working in Creative and Media incorporates
corporate production receive an this approach to creative practice,
average of 6.8 days training per where students have to apply their
year, which is slightly lower than the skills and knowledge in cross-
creative media average of 7.4 days. disciplinary contexts. Pre-entry
preparatory qualifications should
Implications on support progression in this area
Qualifications and Other of skill development, reflecting the
Provision for the Corporate increasing media convergence in the
Production Sector Creative Media Industries and how it
impacts on working practices.
The corporate production sector
combines the skills and practices
of a number of other sectors,
depending on the product and
audience. Therefore, the sectors’
needs in relation to qualifications and
other learning provision correlate
with that of the sectors to which the
production relates, for example, film,
television or interactive media.
A specific issue for the sector,
although by no means unique to
it, is that of media convergence.
Increasingly, cross-platform working
is a feature of the sector, having an
impact on the skills and knowledge
required by the workforce. This,
in turn, has a direct impact on
qualification and training needs to
ensure that the workforce and those
wishing to enter it have the right
set of skills to adapt and work on
different platforms. For example, in
terms of production related job roles,
the ability to work in cross-platform
environments and to multiskill
through the production process
53
Sector Qualifications Strategy
5. O
 ther Sector Uses
of Qualifications
5.1 Qualifications used for Regulation of Practice
Qualifications are not used as a
license to practice in the Creative
Media Industries. However, there
are health and safety implications
involved with certain occupations
such as props, grips, stagehands,
rigging, lighting and camera,
where health and safety elements
are written into the occupational
qualifications for these areas.
Skillset is now working with the key
industry stakeholders to promote
these qualifications as a basis for
confirming competence and therefore
addressing the need of employers
and equipment hire companies to feel
confident that individuals can safely
and effectively use equipment to the
best effect. In doing so, Skillset will
explore the use of Skills Passports as
a way of recording the achievement
of individuals and also subsequent
training and experience.
As health and safety is such a critical
issue in the industry, the industry
has now established a number of
advisory groups to promote training
for all occupations. Until recently
Skillset’s role has been to support
this activity by promoting training in
health and safety and offering funding
for freelance business.
The film and TV sectors have
now initiated discussions on the
development of a ‘health and
safety passport’. This passport is
potentially a means of recording
training received and also health
safety qualifications gained as part
of an individual’s career. The National
Occupational Standards for Health
and Safety could be used to support
recognition as part of an industry
agreed passport. This is very much
work in progress.
5.2 Qualifications used
to Promote Customer
Confidence and to
Protect Consumers
No qualifications are used specifically
to promote customer confidence or
to protect consumers/the public with
in the Skillset sector footprint.
54
Sector Qualifications Strategy
6. H
 ow the SSC or SSB Will
Help Realise the Future
The sector’s view of future qualification and other learning provision is inclusive
and dynamic. Skillset will help realise this future in the following ways:

• Forge and maintain close working

partnerships with key stakeholders,
including awarding bodies,
regulatory authorities, education
providers, the relevant Government
departments and funding bodies.

• M
 ake the distinction between
sector-related qualifications that
are supported but not used by the
sector and those qualifications that
are directly used by the sector.

• D
 evelop blueprints in collaboration
with industry to support
qualification development.

• R
 espond to identified industry need
with the development of standards,
occupational qualifications and
apprenticeship frameworks in
discrete occupational areas.

• S
 upport closer collaboration
between industry and education,
including the higher education
sector, to ensure higher level
provision more closely meets
the technical and professional
development needs of the sector. and the development of new
provision in priority areas. qualifications of varying sizes,
• P
 rovide skills solutions to meet the
to widen access to high quality
education, training and development • U
 tilise the increased flexibility education and training, and
needs of individuals and the afforded by credit and qualifications to support progression and
industry, including Skills Passports, frameworks in the four nations, development through credit
the accreditation of industry training to improve access to units and accumulation and transfer.

55
6.1 Vision - The Sector’s Figure 6.1.1: Aspirations and Strategies for Change

View of the Future in terms
of Qualifications and other
Learning Provision
The sector’s view of the future in
terms of qualifications and other
learning provision is inclusive and
dynamic. To achieve this, this SQS is
necessarily bold in its ambition, setting
out a number of aspirations, backed
by the strategies that will help to effect
change. These are as shown in the
Aspirations for the Future Strategies to affect Change
A simplified system in which the
Make the distinction between
preparatory qualifications used by the
distinction between the wider educational
sector and sector-related qualifications
value and the sector use of qualifications
that are supported, but not directly used,
is explicit.
by the sector.
Develop and apply sector-defined
blueprints to support and inform
A coherent system of demand-led
qualification development, in order to create
provision that supports progression at all
a simplified offer of approved or supported
levels, including pre-entrants, freelancers
pre-entry preparatory and post-entry higher
and those employed in the sector.
level qualifications that are used by industry
and effectively support its needs.

table to the right. Support access to accredited work

The sector’s view of the future is
of a responsive and demand-led
offer that fully takes into account
the different needs of the learner
populations described in section
2.1. To realise this view, the vision at
the heart of this SQS is necessarily
inclusive in its scope and dynamic
in its intent. Its inclusivity reflects the
broad range of provision available
and the associate purpose and
perceived value of this provision. The
SQS Action Plan will aim to affect
change in this context, through the
classification of qualification purpose
and value in relation to sector need
and the wider educational value of
sector-related provision.
Sector-related
Qualifications
As explained in section 4.1, there
exists a broad offer of sector-related
qualifications that are not used by
the sector, yet have a purpose and
value that is not predicated on sector
need. The Creative Media Industries
support this wider value, with high
proportions of employers regarding
pre-entry further education as
important, including sectors where
entry is predominantly at graduate
An accessible offer that supports take
up, progression and employment for
individuals from a more diverse range of
backgrounds.
A sustainable offer, with funding models
and delivery methods that support
access and completion.
A flexible offer, with unit and credit-based qualifications of varying sizes, accreditation
provision for those who want, or need, to of training, and credit accumulation and
learn and develop in stages.
A demand-led offer that leads to the
development of provision in discrete
areas where it is needed, supported and
used by the sector.
or postgraduate level. The industry
values a broad education, in which
transferable skills are developed and
progression into higher level learning
and skill development is supported.
This includes the development
of skills and knowledge that are
critical to media literacy and visual
literacy. The Charter for Media
Literacy, developed and supported
by industry, aims to promote the
role that formal learning has to play
in building and sustaining a media
literate UK population. Sector-
related qualifications that support
based training and education through
the development of new apprenticeship
frameworks, occupational qualifications or
the accreditation of industry training,
in priority areas identified by the sector.
Support the development of higher level
provision that more successfully meets the
needs of industry, maximising opportunities
and initiatives in the four nations such
as flexible funding models, unitised
transfer.
Build and nurture partnerships between
industry and education through Skillset’s
Approval and Accreditation Schemes, and
other networks and initiatives.
Roll out and expand, where appropriate,
the schemes that represent skills
solutions for industry, including the
Skills Passport scheme for safety critical
grades in film and television.
the development of media literacy,
therefore, sit firmly within the sector’s
view of future provision.
Sector-related qualifications that are
not used by the sector, but which
have a wider educational value and
support progression into further
and higher education or training,
should continue to form part of
the wider qualification offer at all
levels. The clear distinction between
these qualifications and vocational
qualifications that are used by the
sector, must be made as an outcome

56
of the implementation of the SQS
Action Plan, and undertaken in
partnership with awarding bodies,
regulatory authorities and other
relevant stakeholders.
Vocational Qualifications
The needs of industry and the diverse
needs of different learner populations
will only be met if the purpose and
value of vocational qualifications
are clearly described. Many existing
vocational qualifications share the
purpose and broader educational
value of sector-related qualifications,
and are not used or directly needed
by the sector they relate to. Other
vocational qualifications successfully
meet industry need and are used
by the sector as both pre-entry
and post-entry provision to
support direct progression into
and within employment.
The industry’s view of future
provision includes the distinction
between these types of vocational
qualification, contributing to a
simplified system where qualification
purpose and its perceived value
and use by the sector are made
explicit. The implementation of the
SQS Action Plan must result in this
clarification, through a simplified
offer of industry endorsed pre-entry
preparatory qualifications and sector-
related qualifications that have a
wider educational value.
This distinction must be made
by industry in collaboration with
awarding bodies and other key
stakeholders, through the articulation
of agreed requirements and their
applications to:
Figure 6.1.2: Examples of Sector-related Qualifications with broad Educational Value
Qualification Purpose and Wider Value
Provides a broad, applied learning
Examples
Diploma in Creative programme that develops creativity and
of existing
and Media supports progression into further and
sector-related
qualifications
higher education and future employment
valued but not
NQF Level 2 Certificate
Develops valuable, transferable skills that
used by the
support media literacy and creativity in a
sector in Interactive Media
sector-related context
• existing provision, in differentiating It is expected that the number of pre-
between pre-entry preparatory entry preparatory qualifications used
qualifications and sector-related by industry will remain comparatively
qualifications; small. Their current use is limited,
particularly below Level 4, and a
• the development of new provision
significant expansion in provision to
to fill gaps in the current offer;
fill identified gaps is not anticipated.
• ongoing qualification review and
However, there is scope to maximise
development processes, as part
the flexibility afforded by the SCQF,
of agreed collaborative working
CQFW and QCF in relation to the
arrangements and the qualification
development of credit-based units and
approval process.
of qualifications of varying sizes. Units
The articulation of agreed of an existing qualification have been
requirements will be presented used to provide accredited outcomes
through sector ‘blueprints’ to as part of an industry training scheme,
support qualification development. ‘Route into Radio’. Through the SQS
The ‘blueprints’ provide guidance Action Plan, Skillset will work with
to help awarding bodies to develop awarding bodies to pursue other
preparatory qualifications that opportunities for the delivery of units of
will meet industry needs and qualifications to enable the attainment
expectations. Different to Sector of accredited outcomes as part of
Qualification Criteria, the blueprints industry training schemes.
are designed to provide information
The development of new provision
and guidance to support awarding
and the ongoing qualification review
bodies in their development of
process must be organic in order
qualifications, rather than represent
to be responsive to the forecast
regulatory instruments. Skillset, in
changes and trends in the working
partnership with industry, has begun
environment identified in section 3.2.
the development blueprints for a
In particular, changes in demand
range of sectors, including: film, TV,
through sector growth and changes
radio, interactive media, computer
in technology must direct qualification
games, animation and photo
review, informed by new and updated
imaging. These will inform future
National Occupational Standards.
qualification development and the
identification of gaps in provision.
57
Occupational Figure 6.1.3: Examples of Preparatory Qualifications used by the Sector and Identified
Gaps in Provision
Qualifications
Occupational qualifications will be Qualification Purpose / Industry need

available in discrete sub sectors or Develop essential skills that prepare

occupational roles where industry Examples
has identified a specific need for
of pre-entry
them. This need largely relates to preparatory
qualifications
the sector’s wish to demonstrate used by the
technical competence and sector
compliance with health and safety in
more technical and craft grades in
film and television. For example, N/
Example of
SVQs have been developed for grips
potential
and stagehands, two occupational for new
areas in which technical competence qualification
development
and health and safety are critical. In
these areas, professionals regard this
qualification as a form of voluntary
NQF Level 2 Certificate students for working in industry,
in Audio Visual including: employment and professional
Industries Induction development and health and safety
practices in the industries.
NQF Level 2 Award Develops essential knowledge needed
in Interactive Uses to work in a games testing environment.
of Media
To provide access to learning and training
NQF Level 3 Diploma in in essential, industry defined skill areas
Audio Visual Industries that support entry into and performance
Induction in employment in the industry, including:
intellectual property rights, health and
safety and business skills.
NQF Level 3 Diploma To provide essential knowledge needed
Computer Games to work in a games production role.
Production

‘licence to practice’.

As noted in section 4.1, the other

driver for N/SVQ development
is in areas where industry want
an apprenticeship. The recent
Figure 6.1.4: Examples of Occupational Qualifications used by the Sector and Identified
development of the NVQ in Computer Gaps in Provision
Games Testing was in response to the
sector’s request for an Apprenticeship Qualification Purpose / Industry need
in QA Testing, which provides a Level
NVQ Level 2 Crane Evidence of technical competence
2 entry route into employment and
Examples Technician for Film and health and safety for employer /
opens an alternate progression route and TV professional peer recognition.
of existing
into the industry. occupational
To support the Advanced Apprenticeship
qualifications
in Media Production to
It is likely that the total suite of N/ used by the NVQ Level 3 in
evidence competence in health and
sector Production
SVQs will remain small and that safety as well as essentials to working
registrations will be comparatively within a media production environment.

low. There are a limited number of
highly technical grades that want
this form of voluntary ‘licence to
practice’ accredited provision, and
the sub-sectors into which the
apprenticeship offer can support
progression are few. However,
new N/SVQs will continue to be
developed as and when the demand
from industry is apparent, and will
Support in the computer games sector for
an Advanced Apprenticeship in Games
NVQ Level 3 Games Development – providing alternative
Development progression route, supporting entry into
Example of the industry from a more diverse range of
potential backgrounds.
for new
qualification To support the Advanced Apprenticeship
development in set crafts to evidence competence in
health and safety as well as the essentials
NVQ Level 3 Set Crafts
to working within a set crafts environment.
This will offer three pathways, covering
carpentry, painting and plastering.

not be developed automatically out

of new NOS development.

58
Opportunities to link the delivery
and assessment of N/SVQs with
Skillset’s Academy Network will be
established where appropriate. This
will support access to the provision
and contribute to a high quality,
industry endorsed offer. It will also aid
the creation of alternative progression
routes into employment, encouraging
entry to the workforce from a diverse
range of backgrounds.
Apprenticeships
The development of new
apprenticeship frameworks will
continue to be wholly demand-led.
This is likely to result in a relatively
small number of frameworks in
discrete sub-sectors or occupational
areas, rather than a comprehensive
coverage across the Creative Media
Industries. However, this does mean
that the apprenticeship frameworks
that are developed are driven by
industry, and therefore create new
and more diverse progression
routes into work based training and
employment. This is a key priority
for the sector and relates to current
characteristics of the working
environment in relation to recruitment,
as explained in section 3.1.
In developing new frameworks,
Skillset will continue to maximise
opportunities for greater flexibility
in order to support access and to
ensure they are deliverable in the
sector environment. This flexibility will
include access to apprenticeships
for those who have already achieved
a full Level 3 or above, including
graduates and those over 25.

Figure 6.1.5: Examples of Occupational Qualifications used by the Sector and Identified
Gaps in Provision

Qualification Purpose / Industry need

An alternative progression and entry route

Advanced into the sector, drawing from a more diverse
Apprenticeship in Media range of applicant. Opportunity to develop
Example Production (Pilot) the specific skills industry is looking for in
of existing new entrants.
pprenticeship An alternative entry route into a sector
used by the which had previously been mainly
sector Apprenticeship in
graduate. Developing apprentices with
Quality Assurance
the skills and knowledge to work in
in Games Testing
a quality assurance environment as
identified by the sector.

Turn a successful, non-accredited

industry devised curriculum (First Post)
NQF Level 4+
into an accredited, sustainable work-
Apprenticeship in
based training programme that supports
Post Production
Example of progression and directly meets industry’s
potential skills needs.
for new The sector requires a clear structure of
pprenticeship progression, standards and qualifications.
development Advanced The Advanced Apprenticeship would seek
Apprenticeship in to bring this structure to the sector as well
Set Crafts as ensuring the apprentices are qualified
to work cross sectoral in both film and
construction.

59
Foundation Degrees
Industry interest in the foundation
degree offer has led to the
development of Skillset Foundation
Degree frameworks in discrete
sectors, such as broadcast media
technology and radio production.
The intention in providing these
frameworks is to help employers
and learners to identify more easily
a high quality programme within
a large and varied foundation
degree offer. The levels of industry
engagement and industry relevance
in existing foundation degrees
can vary considerably. The criteria
within Skillset’s Foundation Degree
frameworks demand a high level of
industry involvement and describe
resources and approaches to
delivery to achieve an industry
approved standard.
However, there is no imperative
for providers to use the Skillset
frameworks in developing their own
foundation degree programmes.
This has resulted in limited take up
in some areas and no take up in the
case of the more recently developed
framework for photo imaging.
Significant industry participation in
the design and delivery of foundation
degrees is essential. In those sectors
where there is evidenced support
for foundation degrees, there needs
to be greater partnership between
providers and industry, leading to a
stronger impetus to deliver against
the criteria set by the sector. This
will be achieved in part through the
Skillset Academy Network. It could
also be achieved through the building
of stronger relationships between
industry and further and higher
education institutions, whereby the
perceived value of the sector criteria
becomes mutual.
To further explore mechanisms
for ensuring greater industry
engagement with the wider
foundation degree offer, Skillset
is participating in the Foundation
Degree Forward (FdF) Endorsement
Scheme Pilot. This is a one year pilot
that seeks to establish a process
for optional endorsement, jointly
assessed and approved by FdF
and the relevant SSC. The aim is to
provide reassurance to employers
and to potential students that a
Foundation Degree offered by a
provider meets relevant employer/
sector skills needs. In piloting the
process, Skillset will assess its
robustness and effectiveness as an
endorsement process and the value
it adds to the current offer of Skillset
sector frameworks and the guidance
on alignment offered to providers.
Figure 6.1.6: Examples of Sector
Requirements Specified in Skillset’s
Sector Frameworks
Examples of requirements in
Skillset’s Foundation Degree
Frameworks
• Use of relevant National Occupational
Standards to design course content
• Incorporation of appropriate skills
development and learning outcomes,
as defined by industry
• Evidence of collaboration with industry
on course design and delivery
• 20% of course delivery based in real
work environment, with guidance
on industry engagement and work
related learning
• Technical equipment must be
up-to-date, appropriate and in line
with current industry practice
60
Undergraduate Degrees
As in the case of foundation
degrees, the wealth of provision
available relevant to the Creative
Media Industries is in relation to
quantative rather than qualitative
measures. The vision of this Strategy
is for a reversal of this. Skillset’s
Approval and Accreditation Scheme
has demonstrated how, through
partnership and collaboration
with industry and the further and
higher education sectors, high
quality, internationally competitive
programmes can be delivered – and
can have measurable impact on
performance and progression.
It is the view of industry that this
Scheme, coupled with enhanced
collaborative links between industry
and further and higher education
institutions, will increase access
to high quality, industry relevant
undergraduate provision. This, in
turn, should support economic
growth and sustainability, and help
to reduce current skills gaps.
Effective partnership between
industry and further and higher
education is critical to this view of
future provision. It is a key priority for
the sector in terms of qualifications
and other learning provision and
is a challenge that the SQS Action
Plan will set out. This is not unique
to the Creative Media Industries;
Government policy in the four nations
advocates closer collaboration
between industry and education, as
is detailed in Section 2.2.
Postgraduate Provision
Closer collaboration between industry
and higher education will also help
to achieve the industry’s vision for
postgraduate provision. Access to
higher level skills is an evidenced
need across the Creative Media
Industries, for both
pre-entry graduates and post-entry
practitioners requiring continued
professional development. This is
clearly articulated in Skillset’s Sector
Skills Agreement and is reinforced
in section 4.3 of this Strategy.
Progression and the promotion
of lifelong learning are essential
characteristics of this Strategy and
the industry’s ability to cope with
the forecast rate of technological
change, as noted in section 3.2.
This can be served effectively, in this
context, through flexible, accessible
postgraduate programmes and short
course provision.
There is a wealth of this form
of provision currently available.
However, this provision would be
more widely used by the sector
if the content is more vocational
and the structure and delivery
model more flexible. Factors that
currently impact on take up by the
sector include: barriers to access
due to size, delivery model or cost;
inflexibility of structure; the need for
more appropriate contextualisation
of content, and the relevance of
content in relation to changes in the
sector and its professional working
practices. These factors could be
overcome through collaboration
between industry and the supply
side, in order to ensure a higher
level skills provision that presents a
better fit. This should include smaller,
bite-sized blocks of learning that
carry credit, flexible delivery models
such as distance learning, and
appropriately contextualised content
to address high level skills gaps,
such as business and management
and leadership. The sector specific
analysis of current provision in
section 4.3 reinforces this evidenced
based need and sector-wide vision of
future provision.
Skillset is planning an initial activity
to address this in sectors where
this need has been identified.
In collaboration with the Open
University (OU), Skillset will
work with its Sector Forums to
contextualise the OU’s existing
Level 4/5 Professional Certificate in
Management; a flexible, modular,
accredited distance learning course
that develops generic business,
finance and people management
skills.
Other Higher Level
Provision
There are a broad range of higher
level accredited qualifications
relevant to the sectors in Skillset’s
footprint. However, despite the fact
that the sector benefits from a highly
educated workforce, and despite
the identified need for higher level
provision to support continued
professional development, the direct
use of these qualifications by the
sector is comparatively low.
Through the implementation of
the SQS Action Plan, the review
of existing higher level accredited
qualifications will address to what
extent it meets the needs identified
in this Strategy, in Skillset’s SSA
and in the Sector Strategies. It will
also indicate gaps in provision, or
opportunities for redevelopment of
61
existing provision, to more closely
meet the needs of the sector. The
industry is keen to engage with the
development of higher level skills
provision, including short course CPD
provision. This will be a feature of
the SQS Action Plan, where specific
details on content requirements will
be outlined.
Other Types of Provision
Used by the Sector
- Skills Passports
As explained in section 4.1.3, a
number of sectors or occupational
groups have expressed interest
in Skills Passports, although the
actual form of the scheme and what
purpose it serves can vary. However,
what is evident is that, where a
Skillset Skills Passport Scheme does
exist, it is strongly supported by the
occupational group that uses it, and
interest in its roll out is growing.
Skillset’s Skills Passport scheme
for grips is a credit card that
demonstrates completion of the
Grip NVQ, including the individual
units passed. Grips working in
the industry who have achieved
the NVQ, value the Passport as a
way of demonstrating professional
competence in the workplace. In
other safety critical technical and craft
grades in film and television, such as
lighting electricians and stagehands,
new NVQs have also been accredited
and taken up by practitioners in the
sectors. There are plans to roll out
this Skills Passport scheme to those
grades, and to other occupational
groups that express interest in the
scheme in the future.
Skillset acknowledges a wider
interest in Skills Passports as a
potential skills solution serving a
different purpose; for example,
in relation to compliance issues,
to facilitate mutual recognition of
training, or a record of in-company
on-the-job training received. For this
reason, the SQS Action Plan will
incorporate scoping activity to clarify
the interest recorded to date and to
seek a solution that best meets the
needs of the sector.
Accreditation of
Industry Training
In many occupational areas within
the Creative Media Industries, the
availability of accredited outcomes to
training and learning is desired. The
perceived value can vary depending
on the sector, but generally relates
to the need for a formal record of
training, the ability to demonstrate
attainment to support recruitment
or standard of professional practice,
skills recognition, skills transfer
and progression, and the mutual
recognition of training.
The latter point is possibly the most
wide spread, caused in part by the
volume of in-company training that
is often not recognised by other
employers, and also due to the
mobile nature of a predominantly
freelance workforce. There is a
need for wider recognition and
transferability of industry training.
A potential solution for this is the
accreditation of industry training.
Certain sectors and occupational
groups have identified this as a
priority, as outlined in section 4.3.1.
Skillset will work closely with industry
and awarding bodies to pursue these
potential areas for development,
further detail on which will be
presented in the SQS Action Plan.
Non-accredited Provision
Non-accredited and non-formal
learning remain an important feature
of the sector’s view of provision.
The non-formal learning sector
plays a crucial role in supporting
access to industry relevant training
for individuals or communities that,
otherwise, would be unable to
receive and benefit from such training
opportunities. With regard to industry
training and short course provision,
this currently works well where it has
been developed to meet identified
need, where it has been designed
to be flexible and deliverable within
the working conditions of the sector,
and where it has been created by,
or in partnership with, industry.
The combined value of these
characteristics still has currency
along side fit-for-purpose accredited
provision. What it offers in addition
is choice.
62
6.2 Collaborative Action
Skillset has a number of existing
mechanisms in place to ensure
effective engagement with its
stakeholders. As part of the expected
relicensing process for SSCs, Skillset
will be reviewing and strengthening
its governance and consultation
arrangements.
The table to the right summarises the
existing structures and engagement
forums, and indicates the range of
stakeholders involved in the work
of Skillset.
Figure 6.2.1: Stakeholder Collaboration
Stakeholder Existing Direct Engagement Forum
• Skillset Board
• Skills Panels in Scotland, Wales and Northern Ireland
Employers
• Sector Forums
• Regional Forums
Regular meetings with representatives of Government
and devolved administrations across the UK,
including: the Department for Children, Schools and
Government Departments Families (DCSF), the Department for Innovation,
Universities and Skills (DIUS), the Department
for Culture Media and Sport (DCMS), Scottish
Government, Welsh Assembly Government.
England - Strong links with LSC National office and
regional LSC offices (Regional Teams).
Scotland - Strong links with Scottish Government,
in Wales with DCELLS and in Northern Ireland with
Funding Agencies DEL.
In addition we have established and ongoing
relationships with the Higher Education Funding
Council for England (HEFCE), Higher Education
Funding Council for Wales (HEFCW) and Scottish
Higher Education Funding Council (SHEFC).
Regular meetings with representatives with the
Qualifications and Curriculum Authority (QCA) and
Scottish Curriculum Authority (SQA). More recently
established links with the Qualifications and Curriculum
Authority for Northern Ireland (QCANI), Council for the
Regulators Curriculum, Examination and Assessment (CCEA) and
DCELLS.
Regular one-to-one meetings will be scheduled
between Skillset and each regulatory authority, to
facilitate communication and collaborative action.
• Skillset Awarding Body Forum
• Creative and Media DDP Awarding Body
Awarding Bodies Advisory Group
• One-to-one ‘keep in touch’ meetings between
Skillset and individual awarding bodies.
63
Below is a visual representation of
Skillset’s governance arrangements,
highlighting the role of our Sector
Panels and also the strength of
our National Skills Panels drawing
in senior representation from the
industry and government and funding
stakeholders. As will be seen from
this diagram Skillset currently have
only two ‘functional’ committees.
One has been established to support
our work on research and the other
qualifications. This illustrates the
importance placed on these two
areas of our work and the symbiotic
process of development between the
two functions.

Figure 6.2.2: Skillset’s Governance Structure

Governance Advisory

Film Industry
Qualifications
Training Board
Forum
(NDPB)*4

(Sub-sectorial) Research
Skills Councils*1 Committee

Board of Trustees Task & Finish Groups

Finance & e.g. archives
Council*2
General
Purposes
Committee*3

14-19 Diploma
Development
Partnership
Patrons National
(ambassadors) Boards

Stakeholder Panels
e.g. FE/HE Fora

*1 The TV Skills Council has delegated responsibility for the management of the TV
Freelance Fund. The Film Industry Training Board plus additional members also operate
as the Film Skills Council.

*2 The Board of Directors and the Chair and Deputy Chair of the National Boards and the Industry Panels
eight Skills Councils make up the Council.

*3 Finance & General Purposes Committee has delegated responsibility from the board.
Its membership is not restricted to Board members.

*4 NDPB – Non-Departmental Public Body reporting to the Secretary of State for

Innovation, Universities and Skills (DIUS).

64
6.3 Future Work
In converting our ‘vision’ into a reality
and in preparation for the next critical
action planning stage, Skillset has
been actively preparing the ground.
The table below provides a summary
of all of the key activities that have
been undertaken and that will have a
direct impact on the implementation
of the sector qualification strategy.
The diagram on page 67 provides
a visual presentation of the work
Skillset has been carrying out in
parallel to develop a Research
Strategy so that the work of our
Qualifications and Research Teams
can work in harness to deliver the
programme of reform.
We think it is essential to link the
work on research and qualification
development at a strategy planning
level and on an ongoing basis.

Figure 6.3.1: Future Work

Activity Improvement Planned Availability

Research:
SSAs in all sectors and for all nations
• All recent methodology to be reviewed to capture April 2008
Regional Collaborative Action Plans
latest functional and occupational mapping.
Ongoing programme of research including:
• Census • Development and implementation of Research
• Workforce Survey Strategy, in parallel with the development of the June 2008
• Employer Survey SQS Action Plan.
• Futures Symposium
• Supply Side Mapping

Job profiles:
75%
Ongoing work to produce job profiles for key roles • Interactive media roles produced in form to
completion
in all sectors encourage feedback on evolving roles.
March 2008

• Three year plan for NOS review and development to

be agreed.
• Research project planned to produce occupational
and functional map.
• Planned reorganisation of Standards, from separate
National Occupational Standards (NOS):
suites to a single Standards Bank.
• Standards produced at all levels for all occupations
• Research and scoping activity to identify all relevant
• Rolling programme of development (new and
cross-sector Standards.
incremental) March 2008
• Potential Standards review or development in
• Plan for 2007/08 underway and including; camera, Ongoing
response to industry need: publishing, armourers,
interactive media, production accountancy,
special physical effects.
broadcast journalism, sound, location management
• Marketing and promotion of Standards to employers,
• Standards toolkit and guide to usage produced
higher education and other stakeholder groups.
• All Standards translated into Welsh language
• Potential scoping and development work in relation
to archiving. Skills shortages identified in film, TV and
photo imaging in relation to archiving. Potential for
cross-sector work to address this skills gap.

• Three year plan for apprenticeship development

and implementation to be agreed as part of action
planning process.
Apprenticeships:
• Plan to include: evaluation of pilots, roll out of
Plan for 2007/08 underway with frameworks
successfully piloted frameworks, introduction of Set April 2008
developed and in development for computer games,
Crafts Apprenticeship, scoping/industry consultation
photo imaging, media production and set crafts.
on potential new framework development –
Advanced Apprenticeship in Games Development,
Interactive Media Apprenticeship (in Wales).

65
Activity
Qualification Development:
• Development activity for new qualifications in
response to identified and prioritised industry need.
Examples: NVQs developed for grips, lighting
technicians and stagehands.
• Blueprints developed for three sectors to inform the
development of VQs for the sector.
• Prototype Induction Award developed at Level 2
• MSc and MBA developed for the film sector.
• Management and leadership programme piloted
for the sector in Scotland (contextualised OU
programme)
14-19 Developments:
• Content and first Diplomas developed
• Implementation plan agreed for 2008 delivery
• Network of consultative forums established
Foundation Degrees:
• Frameworks developed in response to employer
demand in broadcast technology, interactive media
photo imaging and animation.
Approval and accreditation in Higher Education:
• A Network of (film) Screen Academies established
and approved.
• A Network of Media Academies approved and to be
launched in December 2007.
• Course accreditation established for computer
games, screenwriting and animation.
• An industry training approval scheme piloted.
Skills Passports:
Introduction of Skillset Skills Passport Scheme for
Grips – on attainment of NVQ in Grips.
Publishing Sector:
Publishing sector confirmed as joining Skillset’s
footprint.
Linking with other projects and developments:
Improvement Planned Availability
• Sector blueprints developed to support and inform
development and review of preparatory and post-
entry qualifications.
• Extension of business and management and
September
leadership programmes to all appropriate sectors.
2008
• Scoping potential of roll out of OU Management and
Leadership pilot to England and to other sectors
where need had been identified.
• More input needed into pre-19 models in the nations
e.g. Welsh BACC.
Ongoing
• Involvement in ongoing qualification development
and approval of Principal Learning and ASL.
• More input needed into the quality of foundation
degrees. Pilot approval programme planned with
Ongoing
foundation degreee framework to test approaches to
generic and sector approval criteria.
• UK-wide promotion as pathway into the industry.
• Strategic funding to support network developments
March 2008
in HE.
Ongoing
• Ongoing improvements to the methodology by
working with HE policy and funding bodies.
• Roll out current scheme to other occupational
groups and safety-critical grades, upon request
(potentially stagehands and lighting electricians in the
first instance).
• Scope industry interest in and need for Skills Ongoing
Passports - and potential scheme to best support
need (e.g. compliance issues, record of in-company
training).
• Carry out stages 1, 2 and 3 of the SSA for Publishing
• Identify and conduct required Standards review and
development, as determined by the sector.
Ongoing
• Incorporate publishing into the SQS and SQS
Action Plan.
• London 2012 Olympic and Paralympic Games –
research undertaken for projects and development
in relation to training and development opportunities,
as well as links with other Skillset core activities (job
profiles, standards, qualification development).
Ongoing
• Collaboration on the above development
opportunities based on research outcomes.
• Greater collaboration with other SSCs/SSBs on
common solutions and cross-sector developments,
including Standards and qualification provision.
66
The diagram below provides a visual
representation of the work Skillset
has been carrying out on developing
a Research Strategy in parallel with
the development of the SQS. This
has been done so that the work of
Skillset’s Qualifications and Research
teams can collaborate to deliver the
programme of reform and achieve the
aspirations that this SQS sets out:

Figure 6.3.2: Skillset Research Cycle and Policy Influence

Industry Skillset

Creative Media Workforce

Size & Shape
Engagement

Consult
ation
Demand Demand
Perspective of Perspective of
Employer Workforce

Supply

Training Destinations
provision
Students
En
do
rs k
em ac
en e db iew
t Futures Fe Rev
&
Key
Research Team Mapping
Skillset classification
& Definition
Creative Media Industries

Business
Development

Careers Satndards &

& IAG Communication Qualifications

Industry
Performance

Monitor
& Evaluate

67
6.4 How the SQS will be business and strategic planning
Monitored and Evaluated cycle. This takes place on a three
year cycle, incorporating annual
Skillset will continue to engage in
business plan review periods. The
extensive consultation on the ongoing
ongoing monitoring and evaluation
evolution and implementation of
of the SQS and SQS Action Plan will
this Sector Qualifications Strategy.
form part of this process to ensure
A specific Qualifications Forum has
the strategic direction continues to
been established as a mechanism
align with the priorities for industry.
to achieve this. The existing
The Agreements and the SQS
Awarding Body Forum and its Terms
will also be updated as part of an
of Reference has been updated
ongoing strategy for research.
and reconstituted to oversee the
implementation of the Strategy. The named contact with
responsibility for updating the
The key mechanism for ensuring that
Sector Qualifications Strategy will be
our SQS is up-to-date is the link to
Skillset’s newly appointed Director of
our wider Sector Skills Agreements.
Qualifications and Development. This
Skillset has developed SSAs covering
new position in Skillset’s senior team
all sectors in scope. This includes
reflects the importance of this work
those developed in 2005, which have
going forward.
now been ‘refreshed’ and updated.

It is Skillset’s intention to integrate

the SSA process within the ongoing

68
Sector Qualifications Strategy
Image credits
With thanks to everyone who supplied images for the Sector Qualifications Strategy.

Page 3 Page 30 Page 49

Liverpool John Moores Skillset Media Fertile with thanks to Creative Creative Loop Skillset Media
Academy Business Wales Academy

Page 4 Page 31 Page 51

This is England, Optimum Releasing The National Film and Television Bournemouth Skillset Screen and
School, A Skillset Screen and Media Media Academy
Page 6
Academy
Eastern Promises, Pathé Productions Page 52
Page 32 Nic Warner
Page 10
North by Southwest: Gloucestershire
Skillset Screen Academy at London Page 53
and Wiltshire Skillset Media Academy
College of Communication (LCC) and Purchased image, no credit
Ealing Institute of Media (EIM) Page 33
Page 54
Purchased image, no credit
Page 16 Liverpool John Moores Skillset Media
Copyright: © 2008 Universal Studios. Page 38 Academy
ALL RIGHTS RESERVED Mark Pinder
Page 55
Page 20 Page 40 The Honeymooners, Portman
Nic Warner The National Film and Television Entertainment
School, A Skillset Screen and Media
Page 21 Page 62
Academy
Copyright: © 2008 Universal Studios. Central Saint Martins Skillset
ALL RIGHTS RESERVED Page 41 Media Academy
Dinamo
Page 23 Page 68
Hot Fuzz, Universal Pictures UK Page 42 Popworld, At It Productions
University of Sunderland
Page 24
University of Teesside Skillset Media Page 44
Academy Engie Benjy, Cosgrove Hall Films

Page 25 Page 46
Big Tatties, Celon Don Productions Ltd

Page 27 Page 47
Sunshine, Twentieth Century Fox Central Saint Martins Skillset Media
Academy
Page 29
Brent MacGregor, Screen Academy Ravensbourne Skillset Media
Scotland Academy

69
Skillset
Focus Point
21 Caledonian Road
London N1 9GB
t. 020 7713 9800
f. 020 7713 9801
e. info@skillset.org
w. www.skillset.org