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Raise your game with higher and further education

We often hear from employers about their frustrations surrounding skills shortages in their sector. As our work culture changes, with more short-term contracts and more people moving into self-employment, the pressure on these gaps will present even more challenges. By forging links with further and higher education you’re helping to address our evolving employment landscape.

Set course for success

How can colleges and universities ensure students have the skills you need unless you tell them what your future workforce plans are? 

It’s about starting a conversation. One that often begins at a local level.

But working relationships between colleges and universities do take some work. You'll need to build up trust. 

By collaborating with you, they can align their strategies with your own and develop models designed to meet your changing needs.

“A national push to improve productivity and achieve much higher levels of innovation, particularly in small and medium enterprises is at risk if the drive for higher skills fails.”
A 2014 report by UKCES

A small lecture on the benefits

  • FE and HE institutions can help you identify talent, recruitment and selection at an early age.
  • They'll help you develop a workforce that comes with values that fit your business needs.
  • Colleges bring a wealth of long-term experience of training in skills and of motivating young people to learn.
  • They understand how young people tick and how to develop the range of personal qualities that employers demand.
  • Colleges can also give support to businesses with labour market intelligence analysis, workforce planning and research.

  • They understand how employers can access the skills system, with expertise in how it works, the language, the funding and qualifications.
  • Businesses benefit from solutions through tailor-made provision aimed specifically at your needs; a curriculum designed and developed to fit what you want; flexibility in terms of time, place, support (Source, UKCES 2014).

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