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Tees Valley Strategic Area Review (2003 – 05)
Digital Media
June 2004
(Last updated 11/8/04)
Page 1
Contents Page no.
Data Sources 3
1. Scene Setting 5
1.1 Aims 5
1.2 Policy Drivers 6
2. Analysis 13
2.1 Employment 13
2.2. Further Education 26
2.3. Work Based Learning 32
2.4. Other Provision 34
2.5. Learners 34
3. Key Issues for Consideration 39
4. Annexes 40
4.1 Annexe 1 Sub Programme Qualifications 41
4.2 Annexe 2 Standard Industrial Classification
(SIC) Codes 41
4.3 Annexe 3 Standard Occupational Classifications (SOC)
used for Information Communications Technology (ICT) Staff 42
4.4 Annexe 4 Data Tables 43
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Data Sources
Annual Business Inquiry workplace analysis – This was used to identify the
employer breakdown by sectors within Tees Valley and the North East. This also
provides the evidence related to training activities carried out by employers within
the industry. This was last updated in September 2002.
Labour Force Survey – This identifies the age profile of the employees within the
digital media sector. This was based on estimates taken during 2000.
Institute for Employment Research Employment Projections – This shows the
forecasted number of employees within the digital media sector for the Tees
Valley, North East and nationally. This information is based on 2003 data.
Further Education Information – All Further Education (FE) information is taken
from Individualised Student Record (ISR) 25. This shows enrolment information
for the 2001/2002 year. The information following this period is not sufficiently
robust to provide valid data at sector level. FE information on ISR encompasses
Sixth form colleges, FE colleges, Adult & Community Learning (FE funded) and
Higher Education delivered through FE. Learning delivered through schools with
sixth forms is not counted on the ISR and is therefore not included in the main
analysis. However, this type of learning is considered (if any exists for the sector)
within the „Other Provision‟ section along with Adult and Community Learning
(ACL funded), European Social Fund objective 3 funded provision and Job Centre
Plus provision.
Work Based Learning Information – The information for Work Based Learning
is for the year 2002/2003. This is based on starts on WBL main aims from the
period 12c return, which is the final return of the year.
e-Skills Regional Gap North East – This report, by e-skills UK, sets out the
opinions of employers on their needs and plans for developing their Information
Communications Technology workforce in the North East. It is based on primary
research with employers and analysis of training provision. It contrasts
employer‟s expectations for 2002 with those for 2003.
Digital Media Skills in the North East - Final Report of the ESF Skills Project
– This report presents the findings of research carried out into the skills problems
encountered by employers and the education sector‟s efforts to address these
problems. Following consultations with employers and educational providers, the
report considers data from a number of qualitative and quantitative investigations,
in an attempt to present the views of all those with a stake in the development of
the appropriate skills for digital media within the workforce.
Skillset Workforce Survey 2003 – Produced by Skillset, the Sector Skills Council
for the Audio Visual Industries, this report presents the findings of the first
complete survey of the audiovisual workforce. Building on Skillset‟s earlier
surveys of freelancers and its yearly census of employment, this survey,
conducted during 2003, represents the first serious attempt to report the
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experiences of both employees and freelancers working in all sectors of the
industry.
New Media Age; Top 100 Interactive Agencies 2001 - New Media Age is a
weekly magazine covering the business of interactive media. Launched in 1995
it refers to itself as the bible for the UK's Internet industry. Its content includes
articles in relation to the business opportunities being created by the emerging
technologies, along with the tracking of emerging interactive platforms.
Software & Digital Media – This promotional leaflet, produced by One NorthEast,
introduces the Digital Centre of Excellence – a key element of the North East‟s
Strategy for Success.
Ian Brannigan, Regional Skills Development Manager (Digital Sector) – The
primary role of the Regional Skills Development Manager is to co-ordinate and
drive forward the development and implementation of a coherent regional
sector/cluster skills strategy and action plan in order to: raise demand for
employment related skills by employers and individuals; improve the
responsiveness and flexibility of the supply side and enhance the achievement of
basic, intermediate and higher level skills.
Codeworks - Codeworks has a vision to encourage and create, long term and
justifiable competitive advantage in the global marketplace, for the digital
economy of the North East region, through the innovative application of market-
leading digital technologies. It aims to achieve this by advancing and
commercially exploiting the region's digital media expertise and talent base.
Acting as a centre of excellence, Codeworks is working to unite and lead
individuals, education, public services and business organisations, in the pursuit
of common and mutually beneficial goals.
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1. Scene Setting
1.1 Aims
This report aims to:
1.1.1 Provide a picture of learning within the digital media sector in the Tees
Valley.
1.1.2 Interpret detailed information and draw an analysis based on the findings.
1.1.3 Highlight key findings for consideration by the Strategic Area Review
Stakeholder Group, local partners and the Learning and Skills Council Tees
Valley.
1.1.4 Provide a steer for the future development of learning provision within the
digital media sector.
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1.2 Policy Drivers
1.2.1 Political, Economic and Technological Factors
The digital sector, including information and communications technology (ICT),
has been targeted by the Regional Development Agency for the North East, One
North East, as being one of the key components of its development strategy for
the region. Digital media forms an important sub sector of the total digital sector.
1.2.2 Tees Valley Vision
According to the Tees Valley Vision, which was commissioned by the Tees Valley
Partnership, increasing demand for, and participation in, learning for all age
groups is a fundamental requirement for the competitiveness and growth of the
Tees Valley economy. The aim of the Vision is to raise the economic
performance of the Tees Valley and improve the quality of life of its people.
Currently, Tees Valley suffers from a „low skills equilibrium‟ whereby employers
cannot recruit higher skilled people so they do not invest in activities that require
higher skills. This results in a requirement for only low skills.
As part of the Vision‟s 10-point plan for the economy the importance of
encouraging the commercialisation of the research and development capability of
digital media technologies is emphasised.
In relation to the digital media sector, it says:
“We will encourage the commercialisation of the research and development
capability of the University of Teesside’s digital media technologies.
The Tees Valley Development Company is leading efforts to attract shared
service and call centres. This includes: applying skills in digital media and Virtual
Reality technologies to deliver generic solutions for faster and more effective call
centre operations.
The University of Teesside’s Digital City at Middlehaven is a leader in the
commercial applications of virtual reality and other digital media. Many graduates
now find jobs in the digital media companies in the “broadband enabled” Tees
Valley.
Advanced digital technologies underpin our network of fourth generation shared
service centres throughout the Tees Valley. These provide a range of business-
to-business and consumer services. Most staff are professionally qualified and
multi-lingual as they are providing many legal, accountancy and other business
services.”
1.2.3 Raising Aspirations
As part of the Tees Valley Vision, the need to raise the hopes and ambitions of
young people in the Tees Valley has been identified. To fulfil this the Tees Valley
Partnership has funded research to identify what works best in helping young
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people. This forms a central part of the future vision of learning for everyone in
the Tees Valley. The Learning and Skills Council Tees Valley is working closely
with Connexions Tees Valley and the Tees Valley Partnership‟s „Raising
Aspirations‟ Steering Group to take this forward. A 15-year vision document has
been developed to steer the Partnership‟s work to raise aspirations and
achievement amongst young people. The key strategic themes in the vision are
improving intelligence and best practice, developing change agents, champions
and role models, enhancing entitlement through people-centred programmes and
increasing entrepreneurship and employability.
1.2.4 Sector Skills Councils
(i) „Skillset‟ has support and recognition from the Government to act as the sector
skills council for the audiovisual industries (broadcast, film, radio, video,
interactive media and photo imaging).
(ii) „e-skills UK‟ is the sector skills council for the Information Technology (IT),
telecommunication and contact centre sectors. e-skills UK is the industry
representative body responsible for addressing the IT and telecommunication
skills needs of employers in the UK, ensuring a world-class workforce in the
information age.
1.2.5 National Skills Strategy
Launched in July 2003, the Government‟s national skills strategy white paper,
„21st Century Skills Realising Our Potential‟, sets out the skills challenge and how
it will be met. The strategy seeks to ensure that, across the nation, employers
have the right skills to support the success of their businesses and organisations,
and individuals have the skills they need to be both employable and personally
fulfilled.
Since then, Government departments and partners have been working towards
bringing together the best of what already exists, as well as making critical new
reforms that are needed to fill the gaps, and focussing collective efforts on
achieving best practice everywhere - in every region, in every organisation and in
every community.
1.2.6 Regional Economic Strategy
The new Regional Economic Strategy, „ Realising Our Potential‟, identifies the
need to build a highly skilled and adaptable workforce in the North East. This is
key to improving the performance of the North East labour market and catalysing
the Region‟s economic success (Reference: B3 – Creating a healthy labour
market supported by a skilled workforce).
The region as a whole has an under performing labour market with individuals
finding difficulty in entering and progressing in the labour market and some
employers finding difficulties in recruiting skilled workers. Basic literacy and
numeracy problems of some of the existing workforce are also hampering higher-
level skills development.
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The strategy goes on to outline the importance of developing faster „e-
enablement‟ (Reference B1 – Our passion for change). In particular the fact that
the drive to e-enable businesses, as well as public sector bodies, is taking on
greater urgency and is contributing to the European Union‟s drive for an
information society. According to the strategy, effective internet use and the
introduction of e-business systems and processes are major drivers of productivity
improvement and competitiveness.
The Regional Economic Strategy also highlights the need to move towards a high-
skills equilibrium creating:
An economy with a robust demand for high-level skills;
A supply system that can meet these needs;
An increased demand for learning from employers and individuals; and
Increased aspirations of those currently in learning.
To support the delivery of the Regional Economic Strategy, a Framework for
Regional Employment and Skills Action (FRESA) has been developed. The
FRESA sets regional skills priorities in improving basic skills, raising higher-level
skills and increasing performance at Key Stage 3. This is significant both as a
political partnership and in its identification of the need for investment in
compulsory education (Key Stage 3) as well as post 16 learning.
1.2.7 Regional Skills Development Managers (Adult Skills Pilot)
The Adult Skills Pilot in the North East will enable One NorthEast, the four local
Learning and Skills Councils and JobCentre Plus to accelerate the implementation
of key strands of the Regional Economic Strategy (RES), and to implement the
co-ordination, alignment and initiatives agreed through the North East FRESA
process.
As part of the pilot, a number of Regional Skills Development Managers (RSDM‟s)
have been appointed to ensure a demand led emphasis to skills provision within
the North East Region. Their remit includes increasing employer demand for
skills and the responsiveness of provision to business needs, as well as looking to
equip more adults with the skills, competencies, knowledge and understanding
which employers need, now and in the future, thereby raising productivity and
economic competitiveness.
Digital multi-media is one of the seven identified Adult Skills Pilot sectors.
Like the other six sectors, it has a designated Regional Skills Development
Manager, who is working with the Learning and Skills Council Tees Valley, which
is leading the project on behalf of the four Learning and Skills Council‟s across the
North East.
As part of the Pilot‟s remit to support the digital multi-media sector, organisations
have been invited to submit project proposals with the following central aim:
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“To update and upgrade employees’ vocational skills, including basic, key, and
advanced skills in the digital sector (including ICT, digital multi-media, software
and networking) within the North East region.”
Significantly, with support from the sector skills councils, the first projects under
this initiative are already under way, including the completion of the first tender for
projects that aim to update and upgrade employees‟ vocational skills, such as
basic, key and advanced skills in the digital sector within the North East region.
1.2.8 Centres of Vocational Excellence (CoVEs)
The Centre of Vocational Excellence (CoVE) programme is a regional initiative
designed to provide specialist high quality learning provision to maximise the
North East‟s potential. Currently there are 17 specialist providers that have been
recognised for their excellence in particular sectors across the region and each
has been awarded CoVE status.
Darlington College of Technology has been designated a Centre of Vocational
Excellence (CoVE) for Media - Digital Production and Design. State of the art
media hardware and software at the Centre includes:
52 Apple Macs;
A wide range of the latest associated publishing software;
A three-camera, brand new digital television studio; and
Two digital radio studios.
1.2.9 DigitalCity
DigitalCity is a regeneration project funded by the regional development agency
One NorthEast and managed by the DigitalCity Office at the University of
Teesside. The objective of the project is to create a self-sustaining, vibrant,
successful and beneficial „supercluster‟ in the Tees Valley based on digital media
and digital technologies.
The vision is that by 2010 this cluster will form a key part of the overall
regeneration of Tees Valley, with a world reputation for innovation and excellence.
DigitalCity has four core initiatives (three capital build projects) and four equally
important support initiatives, which are outlined as follows:
DC Studios Complex
Designed to have multiple roles including university, graduate,
postgraduate and DigitalCity Fellowship research and development;
early stage business development; facilities for companies in the area,
region and beyond.
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Business Development Activities
a) Cluster Company Initiative: developing a dynamic cluster of
companies –incorporating the area‟s existing digital companies, start-
ups and relocators.
b) Business Start Up: developing a new start up model that expands
on current provision and incorporates the University system, and
involves private enterprise.
c) Business Attraction: inward investment by national and
international companies, returning alumni and other relocating
professionals.
d) The Boho Zone: the creative business quarter of the Tees Valley
centred on a regenerated Queens Square/Exchange Square in central
Middlesbrough (next to the major Middlehaven redevelopment area).
Museum of Digital Media: development of a significant digital media
attraction for the Tees Valley area. A „digital MOMI‟ incorporating
animation, computer games, Virtual Reality, scientific visualisations and
simulations. To be built at Middlehaven in close proximity to the Boho Zone
and the proposed conference/events centre.
DigitalCity Fellowships, Residencies: personal career development for
talent in the digital media and technologies areas – with an emphasis on
business creation.
Festival, Conference and Cultural Support: support for selected projects
including Cosign and Animex (already a significant festival).
Education
a) DigitalCity Hubs: activities in the Partnership Colleges linked to
developing apprenticeship schemes and foundation degrees.
b) The Digital City Discovery Route: avenues into digital media
learning including UK Online, Surestart and Animex NEToons - a multi
element initiative to provide anyone in the North East with the means to
learn animation skills.
DigitalCity Office: activities include facilitation of initiatives; promoting
DigitalCity regionally, nationally and internationally; monitoring,
coordinating, commissioning and exploiting content produced by the
initiatives; work on added value initiatives not core to the DigitalCity project.
1.2.10 New Technology Institute (NTI) South
The Government is committed to increasing nationally the current levels of
enterprise, skills and innovation. The Government paper 'Opportunity for All in a
World of Change' sets out the tasks that everyone needs to undertake - including
government, businesses and individuals - to ensure future economic success.
One of the new facilitators of this strategy is the establishment of New Technology
Institutes (NTIs).
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NTIs are tasked with enabling and promoting new Information Communications
Technology and other advanced technology learning opportunities, in order to
meet the current and future demand for these higher level skills within local
economies. It is a partnership of Higher and Further Education, working together
with industry and commerce, and in conjunction with public sector agencies. NTIs
will provide a permanent interactive mechanism to sustain and develop
appropriate skill progression from lower level programmes to higher level
qualifications, together with a role to engage the enterprise community through
new technology opportunities and challenges.
Within the North East region NTI South, a partnership between the University of
Teesside, Darlington College of Technology and Stockton Riverside College, is
acting as a regional capability for digital infrastructure provision.
1.2.11 City Learning Centres (CLCs)
One of the key elements of the Excellence in Cities (EiC) programme is the
establishment of a network of school-based City Learning Centres (CLCs). There
are over 100 CLCs, including 5 in the Tees Valley, operating in EiC areas across
the country. These provide state-of-the art ICT-based learning opportunities for
the pupils at the host school, as well as providing learning opportunities for pupils
at a network of surrounding schools and for the wider community.
City Learning Centres enhance learning across the whole curriculum by:
providing courses and opportunities for individual pupils;
delivering services and outreach support for a wider network of local
schools, including providing extension activities for gifted and talented
pupils and study support;
acting as test beds for innovation and new ways of teaching and
learning;
cascading best practice amongst the local network of schools;
linking with other facilities including other learning centres, the network
of specialist and beacon schools, University for lndustry and other
centres of learning (e.g. libraries).
offering opportunities to the local community to utilise the power of ICT.
1.2.12 Codeworks
Until now, there has been no single private sector body concerned with
promoting the wider interests of digital media organisations in the region, and
helping them compete in a highly competitive global marketplace. „Codeworks‟
aims to address this by „pulling together all the existing agencies, working
groups and individuals to form one cohesive and very powerful whole.‟
Codeworks‟ vision is to encourage and create, long term and justifiable
competitive advantage; in the global marketplace, for the digital economy of the
North East region, through the innovative application of market-led digital
technologies
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Codeworks is already working in a number of areas to develop its role as the
regional digital Centre of Excellence. In order to help shape policy and direct
effort and funding, Codeworks is commissioning two studies, one into the future
of the digital market, and one into regional strengths and potential. The
combination of these two reports will form one of the early cornerstones of
Codeworks activity.
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2. Analysis
The Analysis section looks at the supply of Learning and Skills Council funded
learning provision across the Tees Valley and the demand for learning provision
from Tees Valley businesses and residents.
The analysis of employment in section 2.1 looks at the overall employment picture
of the digital media sector and identifies strengths, weaknesses, opportunities and
threats within it.
The analysis of provision in sections 2.2 to 2.4 relates to the provision offered in
the Tees Valley. Therefore the figures shown may include learners from outside
the Tees Valley if they are learning in Tees Valley institutions.
The analysis of learners in section 2.5 relates only to Tees Valley residents.
Therefore the figures shown may include learners who are travelling out of the
Tees Valley to learn.
The analysis section looks at a wide range of research relating to the sector that
has been collated over recent years. The most recent research is used wherever
possible, though it is inevitable that, in some instances, this data may provide a
picture of the sector as it was two to three years ago rather than as it is today.
2.1 Employment
2.1.1 According to Skillset1, the Sector Skills Council for the audiovisual industries,
it remains difficult to define 'Interactive Media'. Reasons for the difficulty in
defining the sector are due in part to the very wide spectrum of activities with no
definite line between what constitutes digital media activity and what does not.
Also known as 'new media' or „interactive media‟, digital media is the newest,
biggest, fastest growing sector in the audiovisual industries. Strictly speaking,
new media utilises the convergence between the media, IT and
telecommunication whereas you don't actually have to be 'online' to use
interactive media (e.g. via CD-ROMs/DVDs).
2.1.2 The convergence of traditional media and telecommunications, particularly
in this age of digitisation, has resulted in huge changes to existing audio visual
sectors, and the introduction of new leisure activities for the public. The key factor
is that the user can make decisions and selections, which change the content of
the production.
2.1.3 Many developments in wireless platforms such as mobile phones, personal
electronic organisers and so on are meaning digital content is now being
developed more for handheld devices. Games are one of the main areas where
developments are taking place and in addition many TV programmes allow
viewers to vote using text messaging or e-mail, e.g. Big Brother, Pop Idol
1
Skillset website, 2004
Page 13
2.1.4 The sector can be divided up into the following three sub-sectors:
Interactive CD/DVD
Web design and development
Computer games
2.1.5 “The digital sector is diverse and encompasses several leading edge and
emerging sub sectors. The common factor for all of these economic activities is
the digital conversion of data. Common sub sectors include software engineering
companies, Internet Service Providers, Web Agencies, online service developers,
computer engineers, mobile telecommunications, the leisure electronics industry,
digital hardware firms specialised in electronics and microelectronics.”
Source: Digital Skills stakeholder presentation 2004 – I.Brannigan Regional Skills
Development Manager –Digital sector
2.1.6 Digital media tends to be interactive rather than passive and contains a
number of media formats delivered by digital means (e.g. CD-ROM, digital
television, such as Sky or Freeview, the Internet).
2.1.7 According to the Cultural Production Strategy, produced on behalf of
Manchester City Council, digital media can be defined as:
New products made possible through the digitalisation of images,
sounds and text – e.g. computer games, educational software and new
hybrid art forms;
New forms of communication through the application of computing
technology to communication technology – e.g. Internet;
New forms of distribution through ISDN, cable, phone lines;
A convergence between content distributors – e.g. phone companies,
record companies, TV and radio – cable, terrestrial and satellite; and
New ways of doing old tasks – such as in television, in recording etc.
2.1.8 Typical digital companies and sub sectors include:
Internet Service Providers
Web Agencies
Online Service Developers
Computer Engineering
Mobile Telecommunications
Digital Hardware – specialised in electronics and microelectronics
2.1.9 The digital media sector does not have a Standard Industrial Classification
(SIC) code, which makes it difficult to analyse as a distinct sub sector. On the
whole digital media organisations are categorised under the SIC heading 92
„Information Communications Technology‟ (ICT), which includes the manufacture
of ICT products and the service industries that support these [See Annexe 1].
The industries that this encompasses are broad and range from the manufacture
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of television and radio receivers, through to telecommunications and computer
related activities. There is also a significant overlap between the audio visual and
digital media sectors.
2.1.10 As definitions of the ICT industry and the organisations that work within it
can vary according to different sources the statistical analysis that is included in
the employment section of this report, unless otherwise stated, is based on the
Standard Industrial Classification as outlined in Annexe 1.
2.1.11 It is worth noting that definitions of ICT staff can also vary and data in
relation to employees that is included in this report, unless otherwise stated, is
based on Standard Occupational Classification (SOC) 2000 codes [Annexe 3].
2.1.12 According to One NorthEast, the regional development agency, the North
East‟s software and digital media sectors are growing at remarkable speed, even
by the industry‟s own breakneck pace of development. Market-leaders such as
Sage, QSP, Acclaim, DomainNames.com and Motherwell Information Systems all
have substantial bases within the North East region and now form the heart of a
significant and developing cluster.
2.1.13 The region is also home to a growing cluster of „home-grown‟
organisations, providing a broad range of services ranging from web site design,
development and hosting, through to Internet marketing, e-business solutions and
customised software packages.
2.1.14 Perhaps due to the rapid growth of the sector, research conducted by e-
skills UK2, reveals that in the North East the skills agenda needs to be strongly
focussed on improving the workforce. In particular, the research, which sets out
the opinions of employers in relation to their needs and plans for developing their
ICT workforce in the North East, suggests that the priorities for the region should
be to:
Develop the current workforce by stimulating training providers to
deliver training for existing employees, by encouraging local funding
organisations to focus on improving the productivity of the workforce
and making companies more aware of the training options.
Increase the pool of well-qualified recruits for those companies that
seek to expand their ICT professional workforce.
Accommodate changes to the structure of the sector – retrain those
whose skills are no longer in demand to meet the in-demand skills.
Build better links between training providers and employers so that the
sector recruitment pool is equipped with relevant skills.
2.1.15 According to research by M Johnson et al3 there is strong evidence that the
size and importance of the digital media sector in the region will continue to grow.
2
e-Skills Regional Gap North East, e-skills UK, July 2003
3
Digital Media Skills in the North East. Final Report of the ESF Skills Project, M Johnson, M
Hindmarch, L Devaney and G Cockton, February 2002.
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2.1.16 Forecasts for the growth of the digital media sector in the UK are positive.
The report „Recommendations for Growth: UK Digital Media4 estimated that in
1998 the UK sector employed 20,750 people and had a turnover of just under £1
billion. The same report went on to predict that by 2007 over 100,000 people
would be employed, with turnover approaching £5 billion.
2.1.17 These patterns are confirmed by research by e-skills UK5, which reports
the proportion of companies in the North East expecting to expand their workforce
(38%) in ICT professional employment is considerably higher that the UK as a
whole (23%).The proportion of companies expecting to shrink (4%) is smaller than
the national figure at 12%.
2.1.18 e-skills UK goes on to report that when the actual numbers of professionals
these companies expect to grow or shrink by is taken into account, the net change
in employment in the region is predicted to be 1%. Across the region, an
additional 400 ICT professionals would be required.
2.1.19 Table 1 shows a national overview of companies within the digital sector,
as outlined by Skillset, the Sector Skills Council for the Audio Visual Industries.
Table 1 National Overview of the Digital Sector (Estimate)
Sector Estimated Number of Companies
Broadcast television, cable and satellite 150
Radio 250
Independent production (inc. animation) 1,200
Film 50
Cinema exhibition (inc. cinema screens) 2,750
Commercials 120
Corporate production 2,000
Post production facilities 300
Interactive media (including games) 5,000
Hardware, manufacturers and distributors 3,000
Total 14,820
[Source: Skillset, the Sector Skills Council for the Audio Visual Industries]
2.1.20 According to research by M Johnson et al6 the industry in the region is
typical of that across the UK in terms of the size of organisation by number of
employees, whereby there is a dominance of small and medium sized enterprises.
Of the North East digital media organisations that responded to a questionnaire in
relation to their size, 80% were said to employ 10 or less people.
4
Digital Media Skills in the North East. Final Report of the ESF Skills Project, M Johnson, M
Hindmarch, L Devaney and G Cockton, February 2002
5
e-Skills Regional Gap North East, e-skills UK, July 2003
6
Digital Media Skills in the North East. Final Report of the ESF Skills Project, M Johnson, M
Hindmarch, L Devaney and G Cockton, February 2002
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2.1.21 When compared to a national survey carried out by New Media Age in
20017 employee numbers for the Top 100 digital media companies in the UK
analysis shows that the average for these companies is 62 employees per
company. It should be noted, however, that these are regarded as the most
successful companies in the country.
2.1.22 The largest group of North East digital media companies (38%) who
responded to a survey by M Johnson et al3 have been trading between 1 and 3
years. Almost two thirds of the companies involved (65%) indicated that they had
been trading no longer than 6 years. This shows that the industry is still relatively
young and it appears that a number of companies are still at a developmental or
early growth stage.
2.1.23 Specific digital media figures in relation to the number of organisations and
employees in the Tees Valley, the North East and England are not available via
the Annual Business Inquiry. However, the Annual Business Inquiry 2002 states
that there are over 10,000 employees in the Tees Valley working in general
information technology services.
2.1.24 By far the largest areas of employment within the general information
technology services sector for the Tees Valley and the North East is
„telecommunications‟ with 55% and 46% of employees respectively. The largest
area of employment in this sector nationally is software consultancy and supply,
which has over 260,000 (28%) employees followed by telecommunications, which
has over 227,000 (25%) employees. [Table 2]
7
New Media Age; Top 100 Interactive Agencies 2001
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Table 2 Employees in General Information Technology Services (not
specifically Digital Media) Related Industries – Analysed by Sub Sector
Industry (England) England % Industry (North North %
East) East
Manufacture of 6,690 1%
office machinery
Manufacture of 20,640 2% Manufacture
computers (including office
Manufacture of 27,160 3% machinery,
TV/radio computers, TV/radio
transmitters transmitters,
Manufacture of 15,090 2% TV/radio receivers, 5,170 14%
TV/radio receivers instruments for
Manufacture: 60,380 7% measuring
instruments for and industrial
measuring process control
Manufacture: 7,020 1% control equipment)
industrial process
control equipment
Wholesale of 36,640 4% Wholesale of 650 2%
electrical household electrical household
goods goods
Wholesale: office 77,890 8% Wholesale: office 1,100 3%
machinery and machinery and
equipment equipment
Telecommunications 227,590 25% Telecommunications 16,500 46%
Hardware 16,670 2% Hardware 910 3%
consultancy consultancy
Software 260,740 28% Software 5,360 15%
consultancy and consultancy and
supply supply
Data processing 40,630 4% Data processing 2,780 8%
Database activities 10,200 1% Database activities 520 1%
Maintenance /repair: 24,700 3% Maintenance /repair: 950 3%
office machinery etc. office machinery etc.
Other computer 96,460 10% Other computer 1,760 5%
related activities related activities
Total 928,500 35,700
[Source: Annual Business Inquiry 2002. Taken from NOMIS. Note: columns may not sum to total
due to rounding.]
2.1.25 There is a widespread perception that women are under represented within
the digital media sector. Data from the „Digital Media Skills in the North East‟
report by M Johnson et al indicated that women represented 33% of the digital
media workforce in the North East whilst constituting 48% of the population of
working age within the region, suggesting that this perception is true. These
Page 18
figures are comparable with other countries. For example, women account for
25% of the digital media workforce in Sweden and 38% in the United States.
According to Skillset‟s Workforce Survey 2003 these figures tend to reflect
national figures for the number of women working in audiovisual industries, which
stands at 39% of the workforce.
2.1.26 The data for digital media skills in the North East was further broken into
three categories:
• Professional
• Technical
• Administrative and clerical
The data showed that women accounted for 26% of professional staff, 29% of
technical staff and 75% of administration and clerical staff.
2.1.27 In the wider context, with the exception of data processing in the Tees
Valley where women account for 53% of workers in this occupational area
compared to their male counterparts, general information technology services also
continue to remain a male dominated sector in the Tees Valley, the North East
and in England. This split is most prominent in England as a whole, where males
account for 65% of general information technology service employees. In the
North East 61% of employees in this sector are male and in the Tees Valley the
figure is 59%.
2.1.28 Initiatives such as, „Computer Clubs for Girls‟, which is supported by e-
skills UK, aim to engage young women at an early age in information computer
technology. The clubs are run voluntarily by schools, where organisers and
facilitators give up their time outside school hours to make sure the members get
to enjoy a range of tailored e-learning activities. The activities are written
specifically to interest and motivate girls aged 10 to 13 (Years 6, 7 and 8 in
primary school and secondary school).
2.1.29 According to Digital Media Skills in the North East8 69% of respondent
companies had attempted to recruit staff over the last twelve months. Of those
who had attempted to recruit staff a significant number indicated that they had
experienced problems when attempting to do so mainly due to the level of skills
available.
2.1.30 It is evident that some recruitment methods are preferred over others (i.e.
networking and word of mouth), although all methods appear to have problems
associated with them largely due to limitations in the resource available to small
and medium sized enterprises.
2.1.31 It is clear that there are several issues to be tackled in order to fully
understand and address the skills shortage problem within the region‟s digital
8
Digital Media Skills in the North East. Final Report of the ESF Skills Project, M Johnson, M
Hindmarch, L Devaney and G Cockton, February 2002
Page 19
media sector. Many participants indicated that they had not had problems finding
people with digital media skills. However, all expressed concern at the level of
skills available and a lack of adequate education and training. A large proportion
of the participants highlighted generic skills, or more specifically, a lack of them,
and it is clear that digital media employers rate these skills as essential in any
potential employee. [Digital Media Skills in the North East, M Johnson et al,
February 2002]
2.1.32 M Johnson et al9 has identified that companies are experiencing difficulties
with recruitment and are suffering from both skills shortages and skills gaps.
Unlike a shortage a skills gap can be seen as a deficiency between the skills of
the current workforce and those required to meet business objectives.10
2.1.33 M Johnson et al go on to say that skill shortages have been defined by the
National Skills Task Force as „a shortage of suitably skilled people available in the
labour market and are usually associated with hard to fill vacancies‟.
2.1.34 Employers‟ perceptions of educational provision are that students coming
out of college have satisfactory theoretical skills, but generally lack practical
application. They also lack generic skills at an appropriate level.
2.1.35 Employers also indicated that there is insufficient provision of high level
training courses to assist them in keeping up with the fast changing technology
that characterises the sector. Furthermore, the importance of personal qualities
such as motivation, communication skills and the ability to „learn by doing‟ was
stressed. Interestingly, Skillset‟s Workforce Survey for 2003 states that for the
audiovisual industry 66% of the workforce are educated to graduate level
compared to 16% of the UK as a whole. The Skillset survey goes on to state that
around 81% of people employed in the three interactive media sectors – web
design, CD Rom production and computer games – are graduates.
2.1.36 e-skills UK11 also reports the problem of skills shortages stating that skills
shortages in the region have worsened, with hard to fill vacancies rising from 6%
to 8% since its last survey in 2002.
2.1.37 It goes on to say that 60% of employers in the region report that their ICT
professionals require additional skills. This is markedly worse than the figure for
2002 (31%). The figure for the country as a whole is 57%.
2.1.38 According to e-skills UK the most demanded job roles in the UK are
training professional, software development professional and systems
administrator/operations specialist, whereas the most in demand skills are
business management and networking.
9
Digital Media Skills in the North East. Final Report of the ESF Skills Project, M Johnson, M
Hindmarch, L Devaney and G Cockton, February 2002
10
National Skills Task Force – Taken from Digital Media Skills in the North East. Final Report of
the ESF Skills Project, M Johnson, M Hindmarch, L Devaney and G Cockton, February 2002
11
e-Skills Regional Gap North East, e-skills UK, July 2003
Page 20
2.1.39 M Johnson et al highlight a number of core issues related to skills,
specifically:
A lack of practical education in graduates
A lack of generic skills in prospective and current employees
A lack of high level focused training courses
Under-representation of women in the sector
Lack of private training providers
2.1.40 Failure to address these issues could result in skills shortages with the
added problems of low quality, low productivity and low skills/low wage
equilibriums in the regional economy. Indeed, M Johnson et al went on to say
that companies already have recruitment difficulties and capacity problems that
they attribute to skills shortages and gaps.
2.1.41 In comparison the findings from the Employer Skills Survey 2003 showed
that 26% of employers across all sectors in the region reported that they were
suffering from skills gaps.
2.1.42 According to „e-business‟, the national training organisation for the
Information Technology services sector, Information Technology services and
digital media can both be classified as knowledge-based industries. It seems
reasonable to conclude therefore that evidence gathered about skills shortages in
the Information Technology sector will have some bearing on the digital media
sector. E-business demonstrated that the Information Technology sector in the
UK showed much higher levels of skills shortages than other sectors shown in the
Employer Skills Survey 2000 report.
2.1.43 When employers involved in the Information Technology services sector
were asked about skills, 16% reported that they were suffering from skills
shortages. This represents an increase of over 50% on the figures shown in the
Employers Skills Survey 2000. Both surveys mentioned above show the region to
have the lowest levels of skills shortages in the country at the present time.
However, this should not necessarily be interpreted as “good news” for the sector
and could reflect the fact that the sector is still in its infancy in the region. This
may also indicate the need for more investment in skills, recruitment and training
in order for the sector to grow.
2.1.44 In the fast-paced world of digital media, constant re-invention and re-
investment in the training of each individual is needed, as employees need to
have their skills upgraded. According to M Johnson et al a large number of
participants surveyed through the Digital Media Skills in the North East report
indicated that they were suffering from skills gaps in their current work force.
Among the issues cited were problems caused by the pace of technological
change and the lack of competence in business skills, such as project
management and business analysis.
2.1.45 According to Skillset‟s Workforce Survey 2003 some major clusters of skills
emerged as areas in which training was needed, including editing, studio
Page 21
operations and other post-production skills; producing, production and directing;
web design and on-line skills and management and business skills.
2.1.46 Although the highest proportion (26%) of people working in digital media
related occupations in the North East is in the 25-29 age bracket, there is still a
significant number (32%) of workers aged 30-39 and over as shown in Table 3.
Significantly 67% of the digital media workforce in the North East is under 35
years of age.
Table 3 Age Breakdown of Workers in Digital Media Related Occupations in
the North East
Age % of total workforce in sector
16-19 1%
20-24 18%
25-29 26%
30-34 22%
35-39 10%
40-44 9%
45-49 5%
50-54 4%
55-59 3%
60+ 2%
[Source: Digital Media Skills in the North East, M Johnson et al, February 2004. Columns may not
sum to total due to rounding.]
2.1.47 These local figures do not reflect what is happening generally across all
sectors in the North East and in England as a whole for all economically active
people.
2.1.48 Despite the UK digital media workforce being dominated by workers under
the age of 35, there is a surprisingly small percentage of 16-19 year olds entering
the digital media industry in the North East. Table 4 shows that 16-19 year olds
make up 7% of all economically active people in the UK and 6% of all workers in
the North East. However, they provide just 1% of the North East‟s digital media
workforce.
2.1.49 There are also more economically active people at the other end of the age
range (50 plus) when compared to those in the digital media industry – 21% of all
economically active people in the North East and 24% in England are aged over
50, compared to just 9% of digital media workers in the North East.
Page 22
Table 4 Age Breakdown of all Economically Active Workers in the North
East of England and in England
Age No. of No. of
economically economically
active people in % active people in %
the North East England
16-19 86,000 7.0% 1,503,000 6.0%
20-24 115,000 10.0% 2,293,000 9.0%
25-49 733,000 62.0% 15,318,000 61.0%
50+ 254,000 21.0% 6,015,000 24.0%
Total 1,188,000 100.0% 25,129,000 100.0%
[Source: NOMIS. Annual Labour Force Survey 2001. Note: the above figures may not add up due
to rounding]
2.1.50 A report published by Digital Media Alliance in 1998, „Recommendations
for Growth: UK Digital Media‟, has predicted that by 2007 over 100,000 people will
be employed in the digital media industry with a turnover approaching £5 billion.
This compares to an estimated 20,750 people employed in the sector in 1998 with
a turnover of just under £1 billion.
2.1.51 According to M Johnson et al‟s „Digital Media Skills in the North East‟
report, of those digital media organisations surveyed in the North East, 3% of the
workforce is from black and minority ethnic backgrounds. According to population
figures released by the Registrar General‟s Mid-Year estimates for (2001) 2.4% of
people in the North East are from non-white backgrounds with 2.8 % of the Tees
Valley population from non-white backgrounds. These figures appear to indicate
that the black and minority ethnic population are well represented in the digital
media sector.
2.1.52 Strengths
Some of the strengths of the Tees Valley digital media sector are as follows:
Over 5 years, the North East will invest over £200m in the development
in its knowledge economy industries. One of the 5 areas this
investment will be focussed on is in developing a Centre of Excellence
in Digital Technology and Media through „Codeworks‟. Codeworks is
tasked with developing the region‟s digital cluster by working with major
corporate and academic partners to strengthen the local games cluster
through direct financial investment in promising businesses.
Codeworks will be working with major games publishers and developers
to find ways to utilise its substantial funding streams to further solidify
the Region‟s capability and reputation in games development.12
The region has good access to broadband routes.
12
Codeworks Website, 2003
Page 23
The North East of England hosts the UK‟s only World Teleport
Association-certified Teleport outside London. The Teleport provides
access to advanced satellite communications as well as an
„interconnect‟ for a number of major private sector carriers and for
extensive public broadband networks in the region.13
Teesside University, considered to be the best UK University for
computer games courses, according to One North East, is investing £8
million in the development of the „Digital City‟.
2.1.53 Weaknesses
Some of the identified weakness within the Tees Valley digital media
manufacturing sector are as follows:
Recruitment issues – as outlined in sections 2.1.29 to 2.1.44.
There is a need to strengthen demand led links for skills provision.
Educational Provision – according to M Johnson et al the education
sector is facing a number of problems of its own, including difficulties
with the recruitment and retention of suitably qualified staff.
A lack of private digital media training providers.
2.1.54 Opportunities
Recent developments in the local digital media sector could well bring
opportunities as follows:
The digital media sector is expected to continue to expand at a rapid
rate.
Darlington College has established a Centre of Vocational Excellence in
Digital Media. As part of the development of a new college in
Darlington, this will be extended by the Darlington Partnership to ensure
a wider impact of the Digital City strategy. This will include the
exchange of skills between Further Education and Higher Education
providers and local employers.
The New Technology Institute South includes 11 „digital suites‟ of
leading edge equipment for development and skills purposes.
In addition to its main site Bishop Auckland College has a second site,
„the Digital Factory,‟ based at Newton Aycliffe. The Digital Factory is
well equipped with computers and software and delivers part-time
engineering courses and consultancy and training for industry. The
factory has been designated a „Regional Centre of Competence for
Digital 3-D Skills‟ e.g. Computer Aided Design (CAD), ergonomics.
13
Software & Digital Media, One North East, 2001
Page 24
2.1.55 Threats
There are a number of key threats to the continued development of the sector, as
follows:
The sector is affected by many outside influences and reacts to rapid
technological and economic change. It is therefore easy for skills to
become out-dated or for businesses to „lose touch‟ with current
developments.
The education sector faces problems with the high level of capital
investment involved in constantly having to re-equip for a rapidly
changing sector. It also faces problems related to its structure.
According to M Johnson et al small and medium sized enterprises have
difficulties in analysing their own training needs. Furthermore, studies
have shown that small and medium sized enterprises refer to skills as a
critical factor in their success but have very low take up levels of formal
training provision. Some in the Higher Education sector have also
complained that employer expectations of graduate skill levels are
unrealistic.
As the digital media sector is so fast moving there is a threat of training
equipment becoming obsolete. Most has a 1-2 year lifespan.
Page 25
2.2 Further Education
2.2.1 „Providers‟ within this section are defined as those organisations that are
providing Learning and Skills Council funded learning opportunities in digital
media related disciplines within the Tees Valley.
2.2.2 It should be noted that due to the fast pace of change within the digital
media sector, and therefore learning and employment opportunities that are
available within it, the following information should be treated with caution. Since
the data was collected there are likely to have been significant changes within the
sector, including the likelihood of the availability of more courses when compared
to 2001/2002. In addition, there is likely to be a lot of informal digital media
training going on that isn‟t accredited and has therefore not been captured
through this report.
2.2.3 There are a number of learning opportunities in digital media that are offered
via the existing Further Education providers within the Tees Valley. These are
outlined, including the enrolment figures for all further education learners, in Table
5. This equates to 566 enrolments across the Tees Valley. This represents an
increase of over 6% in the number of enrolments compared to the 2000-2001
year, which stood at 532.
Table 5 Further Education Enrolment Figures by Qualification for 2001/2002
– Tees Valley
Qualification 2001-2002
No. %
National Diploma in Design 10 2%
Building a Web Presence 3 1%
Complete Web Publishing 128 23%
Internet Technologies Stage 1 79 14%
Internet Technologies Stage 2 10 2%
Using Dynamic HTML 3 1%
Using HTML 4.0 5 1%
Visual Basic 1 16 3%
Certificate in Multimedia Design (Intermediate) 102 18%
Multimedia Design 49 9%
Photoshop and Digital Imaging Level 2 22 4%
Web Publishing - Advanced 80 14%
Web Publishing - Expert 23 4%
Web Page Design 36 6%
Grand Total 566 100%
[Source: 2001/2002 ISR 25, Learning and Skills Council Tees Valley. Figures are for enrolments
(new and continuing) on courses over the year. Note: one learner may be enrolled on more than
one course. Columns may not add up due to rounding]
Page 26
2.2.4 Interestingly, according to e-skills UK14, the North East has experienced
exceptional growth in ICT student numbers in 2001. In addition the North East
has a comparatively high uptake of ICT courses through the Further Education
system, ranking first in England in terms of the number of completions per
thousand workers.
2.2.5 However, e-skills UK goes on to report that Level 4 and 5 ICT qualifications
are rarely taken up, suggesting that employers do not see Further Education as a
place to learn advanced technical skills.
2.2.6 When comparing the percentage of digital media related enrolments by
borough of learning across the Tees Valley [See Chart 1] the numbers are fairly
similar in Middlesbrough (17%) and Redcar and Cleveland (19%). The highest
number of enrolments is in the borough of Darlington (50%), with 11% and 3% in
Stockton-on-Tees and Hartlepool respectively. These figures support the Centre
of Vocational Excellence concept. This is unsurprising given Darlington College‟s
CoVE status.
Chart 1 Further Education Enrolments on Digital
Media Related Courses by Borough of Provider
2001/2002 (All Learners)
Stockton
Redcar & 11%
Cleveland
19%
Mid'brough
17%
Darlington
Hartlepool 50%
3%
[Source: 2001/2002 ISR 25, Learning and Skills Council Tees Valley. Figures are for enrolments
(new and continuing) on courses over the year. Note: one learner may be enrolled on more than
one course.]
2.2.7 Table 6 shows the breakdown of the enrolments by college in the Tees
Valley for 2001/2002. The highest percentage of digital media enrolments is at
14
e-Skills Regional Gap North East, e-skills UK, July 2003
Page 27
Darlington College of Technology (48%), which accounts for almost half of all the
digital media further education enrolments across the Tees Valley. This is
probably due to the college‟s Centre of Vocational Excellence status.
Table 6 Further Education Enrolments in Digital Media Related Courses by
Further Education College - Tees Valley – 2001-2002
College 2001-2002
No. %
Cleveland College of Art and Design 10 2%
Darlington College of Technology 273 48%
Hartlepool College of Further Education 15 3%
Middlesbrough Adult Education Service 11 2%
Middlesbrough College 78 14%
Prior Pursglove College 9 2%
Queen Elizabeth Sixth Form College 11 2%
Redcar and Cleveland College 97 17%
Stockton Riverside College 62 11%
Grand Total 566 100%
[Source: 2001/2002 ISR 25, Learning and Skills Council Tees Valley. Figures are for enrolments
(new and continuing) on courses over the year. Note: one learner may be enrolled on more than
one course.]
2.2.8 There were three times the number of adults (aged 19 plus) enrolled on
digital media related courses as 16-18 year olds during the 2001/2002 year [See
Table 7].
2.2.9 The majority (28%) of further education enrolments within the 19 plus age
range were for „complete web publishing‟ courses at the level classified as „other‟.
For the 16-18 age range almost half of all enrolments (44%) were for the
„certificate in multi media design‟ at level 2.
2.2.10 Level 1 further education provision is limited to „Internet technologies stage
1‟, where there were 16 enrolments in the 16-18-age range and 63 enrolments in
the 19 plus age range.
2.2.11 For the higher-level qualifications (level 3 +) there are more enrolments in
the 19 plus age range compared to the 16-18 age range (51 compared to 36).
The majority of level 3 enrolments for both age ranges combined are for „multi
media design‟, followed by „web publishing expert‟. This equates to 72
enrolments, which does not appear to address employers‟ feelings that there is
insufficient provision of high-level training (see section 2.1.31 to 2.1.44) in the
North East.
Page 28
Table 7 Further Education Digital Media Enrolments by Age of Learner and
Level and Qualification– Tees Valley 2001/2002
Level Age16-18 Age 19+ Total
Internet Technologies Stage 1 1 16 63 79
2
3+
Other
Photoshop and Digital Imaging 1
2 1 21 22
3+
Other
Certificate in Multimedia Design 1
(Intermediate) 2 55 47 102
3+
Other
Internet Technologies Stage 2 1
2 2 8 10
3+
Other
Web Publishing - Advanced 1
2 4 76 80
3+
Other
Multimedia Design 1
2
3+ 26 23 49
Other
National Diploma in Design 1
2
3+ 10 10
Other
Complete Web Publishing 1
2
3+
Other 5 123 128
Visual Basic 1 1
2
3+
Other 2 14 16
Web Page Design 2 1
2
3+
Other 5 31 36
Using Dynamic HTML 1
2
3+ 3 3
Other
Using HTML 4.0 1
2
3+ 5 5
Other
Page 29
Web Publishing - Expert 1
2
3+ 23 23
Other
Building a Web Presence with Front Page 1
2
3+
Other 3 3
TOTAL 126 440 566
[Source: 2001/2002 ISR 25, Learning and Skills Council Tees Valley. Figures are for enrolments
(new and continuing) on courses over the year. Note: one learner may be enrolled on more than
one course.]
2.2.12 Digital media related further education courses are delivered using both
open learning and classroom contact methods. The pattern of delivery for
provision is balanced, with 43% of further education provision being delivered via
open learning and 57% being delivered via classroom contact.
2.2.13 Table 8 shows the mode of attendance for enrolments within the digital
media sector for 2001/2002. Enrolments are across a range of full time (full year),
full time (part year) and part time courses.
2.2.14 The majority (86%) of enrolments within the 16-18 age group are for full
time full year courses. Part time courses account for 85% of enrolments for the
19 plus age group. [NB: full time part year courses are short courses i.e. less
than 1 year in duration]
Table 8 Number of Enrolments in Digital Media by Mode of Attendance –
Tees Valley
Age Mode of Total
attendance
16-18 Full time full year 108
Full time part year 4
Part time 14
19 plus Full time full year 29
Full time part year 36
Part time 374
Total 565
[Source: 2001/2002 ISR 25, Learning and Skills Council Tees Valley. Figures are for enrolments
(new and continuing) on courses over the year. Includes learners from within and outside of the
Tees Valley. Note: one learner may be enrolled on more than one course. Figures might not
compare directly to other tables in this report due to the ‟unknown‟ entries.]
Page 30
2.2.15 Almost a third of all enrolments on Further Education digital media courses
in the Tees Valley are by people who live outside of the area [Chart 2].
Chart 2 Further Education Enrolments on Digital Media
Related Courses by Borough of Residence of Learner -
2001/2002
Darlington
Unknown
9%
5%
Hartlepool
3%
Out of Area
33% Redcar
22%
Stockton M'Boro
15% 13%
[Source: 2001/2002 ISR 25, Learning and Skills Council Tees Valley. Figures are for enrolments
(new and continuing) on courses over the year for learners from outside of the Tees Valley.]
2.2.16 Of the 187 Further Education enrolments from outside of the Tees Valley
area the majority (91%) are with Darlington College of Technology. Reasons for
this are probably due to Darlington College of Technology‟s status as a Centre of
Vocational Excellence (CoVE) for Media - Digital Production and Design Learners
travelling into the Tees Valley are from as far afield as Barnet, Colchester and
North Wiltshire.
2.2.17 Significantly, 241 (43%) of the 566 Further Education enrolments on Digital
Media courses at Tees Valley institutions were delivered by open learning. The
majority (99%) of these open learning enrolments were delivered by Darlington
College of Technology.
2.2.18 Interestingly, of the enrolments by Tees Valley residents the largest share
is from the Redcar and Cleveland area, with the minority from the Hartlepool area.
Page 31
2.3 Work Based Learning Provision
Currently there is no Learning and Skills Council funded work-based learning
provision in the Tees Valley available within digital media related disciplines.
Page 32
2.4 Other Provision
It is not possible to breakdown information from Adult and Community Learning to
this sub-sector. It is evident from anecdotal evidence, however, that digital media
courses appear to be a popular choice within Adult and Community Learning. For
example, in the Stockton-on-Tees area there were over 300 enrolments in digital
media courses in 2001/2002. A more detailed analysis of Adult and Community
Learning provision is being undertaken within a separate Strategic Area Review
report.
Page 33
2.5 Learners
2.5.1 Table 9 shows that the highest number of enrolments within each of the 5
Tees Valley boroughs is by learners who reside within the same borough where
the particular institution is based. For example, 40 of the 61 enrolments by
Darlington residents are at Darlington College of Technology and 90 of the 135
enrolments by Redcar & Cleveland residents are at Redcar and Cleveland
College.
2.5.2 This suggests that the majority of Tees Valley residents who want to
undertake a digital media course in the Tees Valley prefer to stay close to home.
Page 34
Table 9 Digital Media Further Education Enrolments by Institution - Tees
Valley Residents 2001-2002
Borough of Residence Provider No. of
Enrolments
2001 - 2002
Darlington Carshalton College 1
Darlington College of Technology 40
Derwentside College 2
Durham County Council 1
Gateshead College 1
Middlesbrough College 1
New College, Durham 2
Queen Elizabeth Sixth Form College 10
Stockton Riverside College 2
Warwickshire College 1
Hartlepool City of Sunderland College 8
College of North East London 1
Darlington College of Technology 5
Gateshead College 1
Hartlepool College of Further Education 11
South Tyneside College 1
Stockton Riverside College 1
Totton College 1
Redcar & Cleveland Askham Bryan College 7
City of Sunderland College 4
Cleveland College of Art & Design 2
Darlington College of Technology 16
Middlesbrough College 10
Prior Pursglove College 6
Redcar and Cleveland College 90
Middlesbrough Barnsley College 1
City of Sunderland College 4
Cleveland College of Art and Design 7
Darlington College of Technology 6
Middlesbrough Adult Education Service 11
Middlesbrough College 37
Prior Pursglove College 1
Redcar & Cleveland College 3
Stockton Riverside College 6
Stockton on Tees City of Sunderland College 20
Cleveland College of Art and Design 1
Darlington College of Technology 11
Hartlepool College of Further Education 3
Middlesbrough College 19
Newcastle Adult Education 1
Redcar & Cleveland College 2
South Nottingham College 1
Stockton Riverside College 48
Grand Total 407
[Source: ISR 2001/2002. Figures are for enrolments (new and continuing) on courses over the
year. Note: one learner may be enrolled on more than one course]
Page 35
2.5.3 The majority of Further Education digital media enrolments made by Tees
Valley residents are in the 16-18 year old age group [Table 10]. Enrolments for
the other age groups are fairly evenly split.
2.5.4 Interestingly, 15% of Further Education digital media enrolments are by
people in the 55 plus age group, which could well be leisure driven.
2.5.5 When comparing this to the age range of employees in the Digital Media
industry Further Education enrolments are fairly well reflected – 67% of
employees are under the age of 35 compared to 58% of enrolments in the under
35-age bracket.
Table 10 Age Profile of Further Education Enrolments in Digital Media
Related Courses (All Institutions)
Age Range No. of Enrolments %
16-18 115 28%
19-24 73 18%
25-34 50 12%
35-44 65 16%
45-54 41 10%
55 plus 62 15%
Unknown 1 1%
Total 407 100%
[Source: ISR 2001/2002. Figures are for enrolments (new and continuing) on courses over the
year. Note: one learner may be enrolled on more than one course]
2.5.6 Enrolments on Further Education digital media related courses by Tees
Valley residents with learning difficulties and/or disabilities in 2001/2002
accounted for 10% of all digital media enrolments. This is above the percentage
of the overall Tees Valley population who have disabilities, which stands at 7%,
and does not therefore require further investigation at this stage.
2.5.7 The percentage of black and minority ethnic enrolments in digital media
qualifications equates to 3% of the total digital media enrolments by Tees Valley
residents.
2.5.8 This reflects the percentage of the Tees Valley population from black and
minority ethnic backgrounds, which stands at 2.8%, and does not therefore
require further investigation at this stage.
Page 36
2.5.9 Chart 3 shows that, with the exception of Hartlepool the number of men
enrolling on digital media related courses within Further Education in each
borough outweighs the number of women who enrol on the same discipline.
Overall, for the 2001/2002 year, of the 407 digital media enrolments, 246 (60%)
were men.
2.5.10 When comparing this to the gender profile of employees in the Digital
Media industry in the North East, Further Education enrolments are fairly well
reflected – 67% of employees are men compared to 60% of Further Education
enrolments by men.
Chart 3 Tees Valley Residents; Gender Profile of Learners
Enrolling on Digital Media Related Courses 2001/2002
76 74
59
54
F
M
33 32
28
20 22
9
D'ton H'Pool Redcar M'Boro Stockton
[Source: 2001/2002 ISR 25. Figures are for enrolments (new and continuing) over the year. Note:
one learner may be enrolled on more than one course.]
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2.5.11 Of the 58 enrolments by Tees Valley residents at institutions outside of the
Tees Valley, 36 are for „Introduction to Desk Top Publishing (Level 1)‟ courses at
City of Sunderland College [Table 11]. Investigation as to whether it would be
viable to offer this qualification within the Tees Valley could be considered. There
does not currently appear to be any Further Education provision in the Tees
Valley that offers Desk Top Publishing as an option. [NB: Desk Top Publishing is
different to Web Publishing].
Table 11 Enrolments on Digital Media Related courses by Tees Valley
Residents with Institutions outside the Tees Valley by Qualification and
Level – 2001/2002
Provider Qualification Title Level No. of
Enrolments
Askham Bryan Internet Technologies Stage 1 1 7
College
Barnsley College Multimedia Technologies Higher 1
Carshalton College Webpublishing - Expert 3 1
City of Sunderland Introduction to Desk Top 1 36
College Publishing
College of North Complete Web Publishing Mixed 1
East London
Derwentside Complete Web Publishing Mixed 1
College Webpublising - Advanced 2 1
Durham County Certificate in Desk Top Entry 1
Council Publishing
Gateshead Building a Web Presence Unclassified 1
College Webpublishing - Advanced 2 1
New College, An Introduction to XML 3 1
Durham Multimedia Design 3 1
Newcastle Adult Internet Technologies Stage 1 1 1
Education
South Nottingham Webpublishing - Expert 3 1
College
South Tyneside Web Page Design 2 1
College
Totton College Internet Technologies Stage 1 1 1
Warwickshire Webpublishing - Expert 3 1
College
Total 58
[Source: 2001/2002 ISR 25. Figures are for enrolments (new and continuing) over the year. Note:
one learner may be enrolled on more than one course.]
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3. Key Issues for Consideration
In this section the evidence that is presented previously is drawn upon to provide
considerations for tackling the mismatches in the supply and demand for skills
and learning opportunities in the digital media sector as part of the Strategic Area
Review.
3.1 Consider providing additional opportunities for people to participate in learning
at level 3 and above to meet the needs of technological change and higher-level
skills. Also consider how these higher-level skills, particularly via Further
Education, are promoted to employers.
3.2 Assess whether current learning provision across the Tees Valley meets the
needs of a sector that will continue to grow and develop. Is it really „demand-led?‟
3.3 Consider whether current learning provision supports the needs of an industry
that is dominated by small and medium-sized enterprises (80% of the North East‟s
digital media organisations employ less than 10 people). Specifically, look at
whether there are more flexible ways of supporting employers in this sector.
3.4 Investigate ways in which the Learning and Skills Council Tees Valley can
assist small and medium sized enterprises in the digital media sector to analyse
their own training needs. Specifically, focus on whether it would be possible to
develop a formal partnership, that includes digital media organisations, to look at
supporting and addressing the skills needs of small and medium sized enterprises
in the sector.
3.5 Consider ways of involving more women in digital media learning opportunities
to enable them to take up more professional and technical jobs within the industry.
3.6 Investigate how to assist the digital media industry in recruiting and
developing employees so that they have the right mix of generic skills, such as
motivation and communication as well as business management and networking.
3.7 Consider ways of attracting more people over the age of 35 into learning
opportunities and into the industry as a whole.
3.8 Assess why the take up of Further Education provision by residents in the
Stockton-on-Tees and Hartlepool areas is low. Specifically, how can we attract
people from these areas of the sub-region into learning?
3.9 Consider whether current provision, which does not include a work-based
learning option, meets the overall needs of individuals and employers.
3.10 Consider whether there will be enough skilled workers to meet the predicted
net change in ICT employment.
3.11 Consider what assistance can be provided for the 60% of employers in the
region that report ICT professionals in their organisation require additional skills.
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4. Annexes
4.1 Annexe 1 Sub-programme qualifications
Digital: Digital Media: FE qualifications within sub-programmes delivered by Tees Valley providers (2001/2002)
Sub-programme Qualification title
Computing Building a Web Presence with FrontPage 98 (NETg)
Complete Web Publishing (The)
Internet Technologies Stage I
Internet Technologies Stage II (Pilot)
NVQ in Software Production
Using Dynamic HTML
Using HTML 4.0
Visual Basic 1
Web Page Design 2
Webpublishing - Advanced
Webpublishing - Expert
Media & printing Certificate in Multimedia Design (Intermediate)
Multimedia Design
National Diploma in Design (Multi-media)
Photoshop and Digital Imaging Level 1
Photoshop and Digital Imaging Level 2
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4.2 Annexe 2 Standard Industrial Classifications
Standard Industrial Classification (SIC) Definitions used for Information
Communications Technology (ICT) Industry:
SIC (92) Class Group Name
Manufacturing
30.00 Office, accounting and computing machinery
31.30 Insulated wire and cable
32.10 Electronic valves and tubes and other electronic components
32.20 Television and radio transmitters and apparatus for line
telephony and line telegraphy
32.30 Television and radio receivers, sound or video recording or
reproducing apparatus, and associated goods
33.201 Instruments and appliances for measuring, checking, testing,
navigating and other purposes, except industrial process
equipment
33.301 Industrial process equipment
Services
51.43 Wholesale of electrical household appliances and radio and
television goods
51.64 Wholesaling of machinery, equipment and supplies
64.20 Telecommunications
71.33 Renting of office machinery and equipment (including
computers)
72 Computer and related activities
[Source: OECD paper – Measuring the Information Economy, 2002]
Information Communications Technology (ICT) definition and Methodology
The definition of the ICT sector as outlined below, was agreed by the Organisation
for Economic Co-operation and Development (OECD) Committee for Information,
Computer and Communications Policy in September 1998. This definition covers
both goods, such as office machinery and communication equipment and services
such as telecommunication and computer services and is based on the following
principles:
Products in the manufacturing industries
Must be intended to fulfil the function of information processing and
communication including transmission and display.
Must use electronic processing to detect, measure and/or record
physical phenomena or to control a physical process.
Products in the service industries
Must be intended to enable the function of information processing and
communication by electronic means.
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Annexe 3 Standard Occupational Classifications
Standard Occupational Classifications (SOC) 2000 Definition used for
Information Communications Technology (ICT) Staff:
SOC (2000) Group Name
Class
5242 Telecommunications Engineers
5243 Line Repairers/Cable Jointers
1136 ICT Managers
2131 IT Strategy and Planning Professionals
2132 Software Professionals
3131 IT Operations Technicians
3132 IT User Support
4136 Database Clerks
5245 Computer Engineers
[Source: OECD paper – Measuring the Information Economy, 2002]
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4.4 Annexe 4 Data Tables
Data tables are not included here due to the volume of material. However, they
will be provided on request.
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