Achi news desk-
“When you consider the skills gap, you have to consider the critical place of lifelong learning,” he explains. “At SRUC, we often find ourselves debating – how do we train people for jobs that society needs but don’t yet exist?
“The way to do it is to ensure that skills development is embedded in all our programmes, whether it’s a full-time course, a postgraduate distance learning programme, or an apprenticeship.”
Dr Thomson added: “We are in a time of rapid change, so we must ensure our learners are flexible, develop specialist knowledge and technical skills and incorporate skills such as sustainability, enterprise, equality and diversity.”
SEEDABLE SRUC’s approach to curriculum design (Sustainability, Enterprise, Equality and Diversity through Active and Blended Learning) was recently victorious at the prestigious Green Gown Awards, which celebrate change-making initiatives and projects in sustainability across the education sectors further and higher.
“SEEDABLE is an approach to curriculum design that seeks to address the fact that our learners are graduating into a world where creative ideas and innovation, digital and otherwise, are needed to help solve global and local problems ,” said Dr. Thomson. “The scale and contentious nature of our challenges and opportunities require diverse perspectives, innovation and enterprising practices, which support long-term environmental, social and economic solutions.
“Embedded the SEEDABLE approach in the curriculum supports our learners to take an active part in their learning experience and to graduate with the knowledge, skills, digital intelligence and confidence to help them thrive and cope with the pace of change.”
Central to SRUC’s way of working is its partnership work with industry, government, and other education providers such as schools.
“Our aim is to be an enterprise university, co-designing our curriculum in partnership with industry, for example, and making sure that we accelerate the process of providing skills that meet the needs of industry,” said Dr Thomson.
“This also goes back to the idea that some of the ‘green jobs’ that will be needed in the future do not yet exist. Things are changing very quickly because of the challenges we face.
“Even three or four years ago, we didn’t realize that we would have to train people in projects like designing peatland restoration projects, for example, and now this is one of our most popular short courses.”
The SRUC course, developed in partnership with NatureScot Peatland ACTION, is the first of its kind in Scotland.
Aimed at graduates who are currently involved in, or wish to work in, planning peatland restoration schemes – a vital nature-based solution to the climate crisis – it aims to provide the skills for them to understand which recovery techniques are best used in any particular. situation and how to meet the funding requirements of Mawdir ACTION.
The Scottish Government has a target to restore 250,000 hectares of degraded peatland by 2030, but there is a skills shortage.
The fast growing sector needs an additional 1500 skilled people over the next few years to meet the country’s ambitious climate targets. Although the focus is now on restoration there will be a related need, for example, for additional skills related to the long-term management of the peatlands and associated watercourses.
The Scottish Government recently announced it was scrapping its ambitious targets to reduce carbon emissions by 75 per cent, compared to 1990 levels, by 2030, but Dr Thomson believes the decision is unlikely to have an impact on businesses already take steps towards net zero.
“I believe many businesses will already be on the journey, tackling skills shortages and updating practices,” he explains.
“Our role in the world of education is to design learning programs that respond to the rapid changes taking place across a number of industries. When you hear or read about the ‘net zero skills gap’ it tends to focus on things like energy and ‘high tech’ sectors, but the industries on the ground are just as important, and technology has a part to play. essential to play here too.
“The Digital Dairy Chain, for example, supported by SRUC’s Barony campus in Dumfries, is helping to transform the dairy sector, develop digital connectivity, drive research and new product development, support business growth and attract talent and skills.”
The £21m five-year Digital Milk Chain project, funded through the UK’s flagship Strength in Research and Innovation (UKRI) programme, offers a range of services to support any business or individual involved in the milk supply chain throughout Cumbria, South and West Scotland. innovation and productivity through collaboration.
Elsewhere at SRUC, his approach aims to cater for all learners, from the older stage of school to the postgraduate, with the emphasis on widening access.
“We know how important full-time education pathways are, but learning is not linear, especially if we are looking at CPD opportunities, or upskilling workers who are changing direction, or more mature returning students to learn after a break,” said Dr Thomson.
“Modular learning can help students who might not otherwise be able to engage. On our tertiary education pathways too, such as the courses offered in our new school of veterinary medicine, new projects such as live streaming will help us offer practical and immersive learning at every stage.”
One of the newest courses offered by SRUC is the distance learning MSc Sustainability in Agriculture and Business, which aims to equip students with technical and professional knowledge relevant to sustainable agriculture.
“The idea is to safeguard learning for the future,” said Dr Thomson.
“So even if new technology develops in their sector, the learner is equipped to adapt – and, through the lifelong learning opportunities that exist, also has the chance to come back and develop the skills needed to meet the challenges ahead.”
www.sruc.ac.uk
