Report calls for key players to join forces to tackle ‘perfect storm’ of ageing workforce, digital innovation and modern education

A new report, examining the current UK skills market, is calling for the government, businesses and technology platforms to work more closely with universities to ensure they are effectively meeting the demands of today’s workforce and job market  

LONDON — 13 March — Instructure Holdings, Inc. (Instructure) (NYSE: INST),  the leading learning ecosystem and maker of Canvas VLE, released its latest report, ‘Setting the Stage for Lifelong Learning’ which considers the role that universities play in bridging the skills gap. They also sought insights from the Higher Education Policy Institute (HEPI), Cranfield University and data integration specialists K16.

With innovation entering the market at breakneck speed, combined with the UK population living and working longer, there is a pressing need for workforces to continually re-skill and reshape careers to meet the demands of a rapidly evolving landscape.  

However, the report identifies an awareness gap between students and educators. This awareness gap exists despite bite-sized learning opportunities - including short courses and microcredentials - being seen as more accessible for equipping skills. Indeed, whilst just 41 per cent of students surveyed were aware of the short courses offered at their institution, compared to 99 per cent of educators, there was a high degree of confidence in the outcomes that both short courses and micro-credentials can offer.  Over four fifths (86 per cent) of those who showed awareness for short courses agreed that they could empower individuals to showcase skills and achievements; and learn skills that are transferable across industries.

The report also highlights some challenges around the Government’s Lifelong Learning Entitlement (LLE), which goes into effect in September 2025. By only funding modules that are part of a parent programme, it creates barriers to creating and sustaining independent courses in emerging fields of study. Further, more pioneering and flexible forms of learning may be limited by the focus on full-time degrees and minimum credits  which could quickly become outdated. 

Graham Bell, Director of Digital Education at Cranfield University – a contributor to the report – said:  

"Today's workforce can't learn 'job-ready' skills if the courses for them haven’t been created. We've built courses tailored to meet this need but could not have done this alone. Ongoing collaboration with businesses and government entities is essential for universities like ours.” 

To address the findings, improve lifelong learning opportunities and future-proof the economy, key recommendations from the report include: 

1. Universities and governments should work together to establish best practices for keeping bite-sized learning course provisions in line with job market skill gaps. This includes guidelines and incentives for collaborating with the business sector. 

2. Benchmark short courses against nationwide, up-to-the-minute, governing standards which outline the transferability and lifespan of each bite-sized learning opportunity. 

3. Encourage using the LLE to fund shorter, market-relevant courses, as opposed to full academic degrees. 

4. Expand the LLE to support first-time university students, distance learners and those over 60 to better support social and intergenerational mobility.  

Daniel Hill, managing director, EMEA at Instructure, said: 

“The time is now for leaders from across government, business and the education sector to understand that, in a constantly evolving world of education, the need to be more creative and provide a dynamic lifelong journey for learning is vital. The future of education is one where learners can take more control of their pathway, with the ability to upskill and entirely change careers depending on their abilities, interests and the expanding job market. Whilst the foundations are there, we must work together to ensure learners can take full advantage of the future economy.”

Rose Stephenson, Director of Policy and Advocacy at HEPI – a contributor to the report – said:  

“Opportunities for lifelong learning are an essential part of a happy, productive and educated society. However, further focus is needed on the implementation of stackable, modular learning. This includes increasing awareness of short-courses, and their value, and ensuring that a sufficient number of higher education providers are signed up to a smooth and efficient credit transfer mechanism.” 

The full report can be read here.