University College of Estate Management – Written evidence (UKH0071)

We are writing with regards to the above call for evidence and whilst some of the questions raised are outside the remit of housing.  This is endorsed by Construction Industry Council (CIC) who believes there are a number of issues of direct concern and interest which complement their submission around the broader skills agenda together with University College of Estate Management (UCEM), Technical Apprenticeship Consortium (TAC).

We would be pleased to expand on any of these issues that have been raised in the submission.

9. Is the workforce equipped with the professional, digital and other skills required to meet housing demand, for example in the construction, planning and design sectors? What can be done to overcome skills shortages?

The government has made a number of ambitious targets with regards to new build properties, but also in terms of meeting net-zero aspirations for all sectors, including the wider built environment sector, with a range of ‘green jobs’ earmarked to upskill and assure competence for these aspirations. 

However, the approach being taken remains far too siloed, with housing being distinct from infrastructure, construction trades being distinct from design engineering, and ‘green jobs’ being seen as separate from the skills needed by all members of the workforce, no matter their role.  Having a whole sector of industry being labelled as ‘construction’ with little recognition of the broader built, and now natural, environment sector remains a major part of the issue. 

This approach reinforces the outdated perceptions that have permeated the built and natural environment sector for too long. The result being far too restrictive a set of qualifications and apprenticeships, vastly under resourced training provision (with teaching staff now needing upskilling), shortages of skilled workers in several sectors, poor progression routes for those entering into and progressing through the built environment sector and antiquated perceptions of the now changing and challenging careers on offer across the built and natural environment.

With the change to apprenticeship standards in 2014, placing employers at the heart of the system has driven significant investment in the development and delivery of apprenticeships, with the collaboration between employers and IFATE resulting in new apprenticeships, at all levels of education, which has resulted in new apprenticeship routes into, through and across the whole construction, built and natural environment sector, where they did not exist before.

This has meant employers taking on the direct and significant costs of the development and ongoing maintenance of these occupational standards, be it through investment in organisations such as the Technical Apprenticeship Consortium (TAC) or via the direct investment of their own employer time and effort.

What is apparent, that many of the apprenticeships developed have pushed for greater development and improvements to design and construction methods, significantly increased use of digital and modelling skills, the uptake and integration of new and smart technologies, and a committed to reducing the impact on the environment, by integrating net-zero and sustainability competences within the apprenticeships needed by industry for the long term.

Whilst employers have driven this change, there has been significant change in the attractiveness of careers and uptake of apprentice roles within the broader built environment sector, with many employers and ESFA reporting improvements to the gender and diversity of their incoming and developing workforce, with routes into the profession opened up much more widely than by offering part-time and flexible learning programmes alone.

Taking just one example of an apprenticeship in the level 3 Civil Engineering Technician apprenticeship in 2020/21:

• over 80% of apprenticeship starts were learners under age 25, whilst the national average is only 50%
• In terms of diversity, the civil engineering technician apprenticeship attracts over 15% females, and while in comparison to all apprenticeships this remains low, it is well over the 8% of engineering professionals reported by the Royal Academy of Engineering, and is well above the 8% that all other construction apprenticeships attract
• BAME data for 2019 and 2020 also shows improvements, moving from 8% to 15% in one year, matching and now exceeding the national average of 13%
• levy versus non-levy funding remains in tune with national delivery with 60% levy versus 40% non-levy funding, meaning large industry and SMEs are accessing these apprenticeships

Apprenticeships and employers are committed to these changes, but we must move away from the old perceptions of the construction industry and trades to push forward improvements to it.

We must now begin to promote the sector as a whole, showing that a career is possible, and possible for all, with not only the need for the traditional construction and built environment trade apprenticeships, but the ever increasing employer demand for competent and professionally recognised technicians and engineers, environmental specialists, Chartered Surveyors, Architects, Town Planners, Transport Planners, and Landscape professionals to name but a few, that support this evolving sector.

The CIC is committed to working with our professional institution partners, with employers from across the built environment sector, the Construction Leadership Council (CLC), and the Institute for Apprenticeships and Technical Education (IFATE), and its Green Apprenticeships Advisory Panel to make more improvements, promote good practice and drive a change in the perceptions to the career routes and professions therein.

However, we must deliver this approach collectively, and push beyond the traditional remit of ‘construction contracting’ roles, to reach the aspirational targets set, not only for new housing, but to ensure that the refurbishment, or retrofit, of all properties and their vital infrastructure is completed.

Through the CIC, through the climate action plan (https://cic.org.uk/admin/resources/cic-carbon-zero-climate-action-plan-for-professional-institutions-3.pdf) we are also asking all professional institutions, and the education and training routes they approve and accredit, to drive forward not only with digital skills, but with the skills to support and delivery investment in climate literacy and net-zero, with professional standards and competence linking to the UN Sustainable Development Goals (UNSDGs). 

Whilst this approach covers those entering and training through more formal educational and vocational training routes, we also recognise the need for the existing workforce to upskill and in some cases reskill, to ensure ongoing competence through Continuing Professional Development (CPD), where the CIC is fully supportive of the Climate Framework (https://www.climateframework.com/), a cross-disciplinary initiative uniting building industry and academia for climate action.

This collective approach will not only link up professional institutions most often recognised in the trade areas of construction, such as plumbing and heating, and installation and maintenance electricians, but with those professions at a more advanced educational level: the aim being to work collectively to develop and deliver material fit for all professionals in the built environment, and to close the gap between the two, all of which is critical to delivering not only the new technologies for new and existing homes, but to support the infrastructure that must underpin them.

With the whole sector now considering competence, and competence to approve works, there is a need for the Government to work with the professions, to ensure that all employees can access the professional registers by undergoing professional review by their peers, and through the codes of practice enforced, commit to CPD to maintain that competence.

In many cases, there are now apprenticeships from level 3, right through to apprenticeships at levels 6 and 7, whereby apprentices are not only able to have their occupational competence assessed, but by aligning the apprenticeship end point assessment to professional standards, completing apprentices are also able to achieve professional competence and recognition, through embedded peer review, if that assessment is carried out by a recognised professional institution. This approach is fully supported by industry, as there is no need for duplication of assessment, few additional costs on top of the apprenticeship, and added value to industry, with professional recognition being the assurance they need for competence, to meet the challenges that industry faces, not only in the UK but globally. 

Whilst the apprenticeship levy is vital to attracting new talent, the effects of the levy have significantly reduced investment in alternative upskilling and reskilling programmes, often through additional specialist training and professional development, with the adult education budget also being a poor fit for the sector: more needs to be done to ensure greater collaboration and investment on the skills we need now and in the future, and across the full spectrum of employment in the built and natural environment.   A better solution needs to be found or we risk stymieing the training and development of those already in the workplace.

If a solution could be forged, this could be an ideal way to improve and maintain standards would be through the introduction of legislation such as licensing along with mandatory CPD. If such a measure was adopted it would enhance the competence and confidence of all employees in the housing sector, especially those involved with safety critical aspects of construction and engineering.

Furthermore, this needs to be linked into the Government’s plans to introduce an ombudsman ‘to legislate to require all new developers to belong to a new homes ombudsman. House buyers should be confident that when they purchase a new home, they get the quality of build and finish they expected.’ This remains an outstanding action, and there is no framework for what competence is needed to deliver.  Furthermore, it does little to guarantee the retrofit works to the same standards, and both areas need addressing. 

We must now look to the good practice that has already been carried out, ensure the engagement of all the relevant professional institutions (via the Construction Industry Council), and for the Construction Leadership Council (CLC) to promote a higher level of competence and promotion of professionalism, not only serving the housing sector, but the full built and natural environment sector through their Industry Skills Plan for the UK Construction Sector (2021-25).

September 2021

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