Shrewsbury College has pioneered a bold new approach to higher technical education, directly collaborating with local employers to develop and deliver modular study programmes that tackle UK skills gaps head-on. This innovative initiative, part of the Lifelong Learning Entitlement (LLE) pilot known as the Modular Acceleration Programme (MAP), aims to make education more responsive to the evolving job market and boost employability among learners.
The college identified a pressing challenge: many employers were unaware that modular study could be tailored to meet their specific skills needs, or that they had a direct role in shaping these courses. Similarly, learners often overlooked modular options as a relevant pathway to local employment. Small businesses, in particular, frequently require immediate and highly specialised skills – making adaptability crucial.
To overcome these obstacles, Shrewsbury College drew on its sector skills advisory panels, which previously focused on T Levels in areas such as engineering, construction, health, and digital. These forums were repurposed to raise awareness among employers about the benefits of modular study and solicit their input. Through consistent engagement, the college pinpointed specific skills shortages, co-designed modules tailored to these needs, and ensured courses were targeted and scheduled to suit diverse learner availability.
The college reported success in delivering modules across various sectors, including construction, alternative energy, production engineering, and digital marketing. This direct collaboration ensured that module content had immediate relevance and benefit for local businesses. Initially, some MAP learners joined existing full-time course modules, but the popularity of these topics led to standalone modular offerings being created.
Looking ahead, Shrewsbury College is considering a blended learning approach, incorporating both face-to-face and online delivery for future modules, anticipating strong demand for such flexibility. The college underlined the importance of ongoing engagement with employers, regular review of provision for relevance, and supporting teaching staff to adapt quickly to changing module requirements – ensuring that module names are clear and recognisable to both students and employers.