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Jersey Evening Post
Future-proofing Jersey’s workforce: Education tailored to Island needs
Kate Hobbs, the vice principal of curriculum and quality at Highlands College, tells Emily Moore how the training provider is working with employers to address skills gaps
Kate Hobbs, the vice principal of curriculum and quality at Highlands College
IT is not unusual to hear teachers talk about the importance of preparing students for the future and equipping them with a set of skills which will enable them to flourish both in the workplace and in life.
But with a future that is ever-changing and new technologies and sectors emerging which require new skillsets, how can teachers really provide that grounding for future generations?
It is, as Kate Hobbs, the vice principal of curriculum and quality at Highlands College explains, a constant challenge but one which she says the higher- and further-education establishment is in a “unique position” to address.
“We really have to keep our finger on the pulse to understand those changing needs,” said Kate Hobbs, who joined the college in February 2024, having worked in the further education sector for more than 16 years in the UK after starting her career in tourism and hospitality.
“A good understanding of market intelligence is one of the ways in which we do that but, most importantly, we gain that insight into existing and emerging needs through our partnerships and collaborations with island employers, industry bodies and Skills Jersey
“Employer engagement is critical to giving us that understanding. For example, we sit on the Construction Hub Strategic Board, the membership of which includes representatives from the Jersey Construction Council and the States of Jersey Infrastructure Department. Being part of that group means we are at the forefront of skills gap developments in the sector, enabling us to develop courses tailored to the industry’s needs.”
While green skills is one of the key emerging needs which the college, in conjunction with industry, has identified, Highlands has also, says Kate, launched several programmes specifically designed to address skills shortages in other areas or to promote research which can help the Island to identify further needs.
Students celebrating their graduation at an event sponsored by MasonBreese
“We are working with Jersey Electricity to develop a low-carbon heating curriculum, something which is really exciting, as it could train technicians in technologies which sit at the heart of the government’s Carbon Neutral Roadmap,” she said.
“In a similar vein, we have developed our curriculum to support changing needs in areas such as electrical installation and electric vehicles, focusing on air-source heat pumps and the new skills that mechanics in the ever-evolving automotive industry will need.”
But as Kate points out, it is not just in technology-driven areas that Highlands has responded to changing demands in the Island’s economy.
“One of our key goals is to support employers to address skills gaps,” she explained. “The government’s Common Strategic Policy included a number of objectives around early-years education and highlighted a shortage of Islanders entering that sector. With more than 179 students studying early-years qualifications we have responded to the skills gap very quickly, developing a suite of apprenticeship programmes across a range of levels to support adults and young people to become early-years educators or teaching assistants.”
Another way in which the “curriculum had responded to Island needs”, said Kate, was through its Master of Research in Island Studies programme, which is due to launch next September.
“This course, which will be accredited by the University of Plymouth, has been developed in direct response to one of the key commitments in Highlands’ strategic plan, which recognises the importance of strengthening research to identify and address future needs,” she said.
“While the average MA is designed to deepen subject knowledge and technical skills, this MRes is primarily research-focused, creating a unique opportunity for students to explore issues which are local to Jersey but also have a global focus. Critically, this programme has also been developed to appeal to people in all sectors.
“For example, if you are working in agriculture, you might want to focus your research on innovations in food security or sustainability. If you work in healthcare, you might want to concentrate on building resilience within the workforce or if you are in hospitality, you could look at how to stimulate tourism in an island context.
“Whichever area you work in, and whether you are in the private or public sector, the key point to remember is that strategic decisions in Jersey are made based on evidence, so strengthening and developing that research hub is hugely beneficial.”
Also of tremendous benefit to higher education students, says Kate, is that all University College Jersey’s programmes include an element of workplace learning.
“This is really important, as it means that our graduates don’t just leave UCJ full of academic knowledge but also have practical skills that they can apply in the workplace. We’re proud to say 96% of our graduates progress into employment or further study within two months of graduating,” she said.
“That is where we differ from many further-education providers in the UK, as we give students the opportunity to build networks with employers while they are studying.”
At degree level, those employers, she adds, are in the following sectors: engineering and construction; psychology, social science and criminology; digital technology; sport; childhood studies; social work; and business, finance and management.
And it is within this latter portfolio, she says, that University College Jersey’s new business accounting degree, which is also validated through the University of Plymouth, sits.
“This is another interesting programme because it is structured in a way which gives students almost 80% of their chartered accounting qualification from the Institute of Accounting for England and Wales, as well as giving them a degree,” she said. “Only a small number of other top-level universities offer that programme, which we launched as a result of a collaboration with PwC, which puts all the students on its Flying Start programme through the course.
“Meanwhile, all the students on the degree course undertake work placements at PwC, giving them the opportunity to apply the skills and knowledge learnt in the classroom in the workplace.”
Supporting the college’s relationships with industry partners, adds Kate, is its network of alumni, many of whom now play a part in delivering the courses.
“It’s great to have alumni come in, give talks and inspire our current students along their journey,” she said. “It gives them such a boost to hear from other professionals who have sat where they are sitting now, and to see how their careers have developed. That input from Island businesses is also invaluable in helping us to deliver such high-quality industry training.”
One measure of the success of that approach, she adds, can be seen each year when students celebrate their graduation, an event sponsored by MasonBreese. This, she points out, not only marks the graduates’ achievements but also plays a part in highlighting the importance of lifelong learning.
“Further education is absolutely critical for futureproofing the economy and ensuring that Islanders have the skills that Jersey will need in the years ahead,” she said. “Whether we are talking about our provision for 14-to-16-year-olds, technical occupational learning pathways or opportunities for adults to upskill or reskill, the importance of higher education cannot be underestimated.”
And that, she says, is why the college also offers a range of hybrid learning models.
“From apprenticeship schemes to part-time courses and blended learning on our full-time programmes, we try to offer courses which are inclusive and sustainable for as many people as possible,” she said. “That approach not only encourages the use of digital skills, which are critical in terms of our economy’s resilience, but also enables students to benefit from some face-to-face interaction in a classroom setting.”
But, as Kate points out, there are areas in which Highlands is experiencing some difficulties.
“The greatest challenge for us lies in the campus itself,” she said. “With technology evolving all the time, creating a learning environment that is fit for purpose is difficult in the space we have. That’s why the government’s Investing in Jersey programme, which includes a plan to invest in a new further-education campus for Highlands and University College Jersey, is so vital.
“There is no doubt that we achieve a huge amount, thanks to the collaborative approach of our staff and industry, but to deliver the innovation and productivity impact at the heart of our strategic plan, better, flexible and more sustainable facilities are critical.”
Highlands College is proud to be Jersey’s evolving hub for education, skills and community. Visit our new website at highlands.ac.uk to learn how we are transforming lives and shaping the community.