Wales must ensure its emerging tertiary education system supports people throughout their working lives, as technological change, economic pressures and shifting workforce demands increase the importance of adult learning and retraining.
The call follows the publication of Medr’s first full-year Annual Report, which highlights more than £1 billion invested in tertiary education and research, supporting over 320,000 learners across Wales.
The report outlines progress in bringing different parts of the education and skills system together, including greater collaboration between institutions, improved learner engagement and the development of a common regulatory framework.
However, attention is now turning to whether these reforms can deliver greater access to education, training and career development opportunities for people of all ages.
With artificial intelligence, technological advances and demographic changes reshaping the Welsh economy, the ability to develop new skills throughout a working life is becoming increasingly important.
The Skills Audit for Wales, being undertaken by the Learning and Work Institute, is expected to help identify the capabilities employers and the wider economy will require in the years ahead. Its findings could play an important role in shaping future education and workforce development priorities.
A central challenge will be ensuring that education and training providers have the investment, flexibility and capacity to respond to those changing requirements.
While considerable attention is placed on young people entering education and employment, much of the workforce Wales will depend upon over the coming decades is already in work. Supporting existing employees to develop new skills, alongside those seeking employment or changing careers, will therefore be critical to future economic resilience.
Adult Learning Wales, the national further education provider for adult learning and skills, delivers education and training through communities, workplaces and online. Its provision includes essential skills, independent living, professional qualifications, workplace development and opportunities to progress into further study.
The organisation has highlighted the importance of addressing practical barriers that prevent adults from participating in education, including employment commitments, caring responsibilities, transport, financial pressures and a lack of confidence.
These challenges underline the need for a tertiary education system that enables people to access learning at different stages of their lives, recognises existing experience and qualifications, and provides clearer routes between education, training and employment.
Greater coordination between providers could also help employers respond to emerging skills shortages while giving individuals more opportunities to adapt to technological and economic change.
Beyond workforce development, adult education also contributes to health, wellbeing, independence and stronger communities, reinforcing the wider economic and social value of lifelong learning.
Medr’s first year has established the foundations for a more integrated tertiary education system in Wales. The next challenge will be demonstrating how that system improves participation, progression and access to opportunities across the population.
As Wales considers its future skills requirements, the effectiveness of tertiary reform is likely to be judged not only by stronger institutional collaboration, but by its ability to make education and training accessible throughout people’s lives.
