The initiative, funded by the EU via the Welsh Government, aims to support the economic recovery of manufacturers in Wales by offering part and fully funded training to businesses to upskill staff, as well as research and development that improves processes and products to reduce waste and costs.

In addition, UWTSD and MADE Cymru have organised an Industry Summit to be held online between June 8-10 to inform, engage and inspire businesses during this critical period of post-Covid recovery.

Expert speakers will be sharing their insights including James Davies from Industry Wales, Carol Hall, Regional Investment Manager, Development Bank of Wales, Chris Probert, Innovation Specialist, Welsh Government and Geraint Jones, Knowledge Transfer Adviser at KTN.

The line-up also includes Welsh manufacturers who will be sharing their own experiences, including Tim Hawkins, Managing Director, Markes International, Julia Chesney-Roberts, Commercial Manager, Riversimple, Angus Grahame, Founder of Splosh and Jacques Bonfrer, Co-Founder and Team Lead, Bot-Hive.

There will be guest talks from circular economy expert Eoin Bailey and lean author Daryl Powell and an opportunity to find out about the range of services offered by the University.

Graham Howe, Executive Head of the MADE Cymru project at UWTSD says: “This Industry Summit aims to explore issues and challenges facing manufacturing in Wales so that we can work together with employers to find solutions. 

“We always start with asking a manufacturer what their biggest problem is today and look at how we can help them with it.

“We aim to unravel potentially confusing challenges like these. Our approach begins by looking at what companies need to increase their productivity and competitiveness.

“We aim to lead the businesses we work with through a journey of continuous improvement – a journey that makes the most of Industry 4.0 technologies and their ever-growing digital capabilities to help solve the specific problems faced by each company.

“All of the feedback we receive from businesses shapes our curriculum – we want to produce employable, digitally literate graduates who can contribute to their workplace from day one”.

Alison Orrells is CEO and Managing Director of Safety Letterbox and has been one of the organisations participating in the MADE Cymru initiative.

She said: “It was important to keep innovating and investing to set us apart and come out stronger. It’s been intense but we had a game plan – now it is all about business future-proofing, being agile, collaborations and being adaptable.”

Covid-19 has affected every part of a business and shifted the focus from production to survival.

UWTSD recently led a round table discussion with Welsh manufacturers about the future of manufacturing in Wales.

That discussion found that their outlook is positive about the future.

Manufacturers accelerated their adoption of new technologies to enhance and optimise production.

With many employees on furlough, managers took the opportunity to rethink and invest in better IT, particularly communications, training and diversified into new product areas. They looked to local colleges and universities to help shift perceptions of jobs in manufacturing and demonstrated the career opportunities and pathways available.

They also loosened their reliance on overseas imports and looked for suppliers in the UK to minimise future risk of disruption.

Wales’s learners have been part of the pandemic’s ‘collateral damage.’

Although, for now, there are more questions than answers, solutions to repair that ‘damage’ will need to be carefully considered and delivered during the Welsh Parliament’s sixth term.

Even before the pandemic, Wales already faced an uphill struggle to secure good educational outcomes for all its learners.

The most disadvantaged learners have extra challenges which can prevent them from achieving their full potential.

Even though the previous Welsh Government invested £585 million since 2012 through the Pupil Development Grant (PDG), the attainment gap it was seeking to close, didn’t narrow.

It also typically widens as learners get older.

There’s a stark difference between children eligible for free school meals and their peers at Key Stage 4, the two years where learners usually take GCSEs and other examinations.

Children and young people themselves are well placed to give their verdict.

A 2021 Children’s Commissioner survey of 20,000 children found that 35% didn’t feel confident about their learning, compared to 25% in May 2020. 

63% of 12–18-year-olds were worried about falling behind.

There are countless reports setting out adults’ views about how missing more than half a year of ‘face-to-face’ schooling has affected learners.

One of the major concerns is the variation between what schools have delivered to pupils.

There’s a long list of potential impacts:

·        ‘Lost learning’ meaning pupils could underperform academically and have their long-term prospects affected.

·        A loss of confidence in the examination and assessment system.

·        Long-term reductions in school attendance, a factor known to be key to educational outcomes.

·        Difficult transitions between school years and from primary to secondary.

·        Challenges in re-engaging learners and addressing low motivation.

·        An unhelpful ‘catch up’ narrative about lost learning placing unnecessary psychological pressure on children and young people; and

·        A negative effect on learners’ ability and confidence to communicate in Welsh where they haven’t been able to do so at home.

WIDER EFFECTS

As well as these obvious educational issues, there are wider predicted effects.

Current learners could earn less, with one estimate of up to £40,000 in a lifetime.

The harm to children’s physical health and a higher prevalence of mental health issues, including anxiety and depression, are also serious concerns.

 The pandemic’s wider economic impact is also likely to increase the number of children living in low-income families.

Again, it’s the most disadvantaged learners who are predicted to bear the brunt in the longer term.

For example, in March 2021, the Child Poverty Action Group found that 35% of low-income families responding to its UK wide survey were still without essential resources for learning, with laptops and devices most commonly missing.

The Fifth Senedd’s Children, Young People and Education (CYPE) Committee heard that there is “plenty of evidence” that” there are striking differences between families in terms of their ability to support young people in their learning: the resources they have around them, the enthusiasm, the engagement, the commitment”.

REBUILDING TRUST

There must be work to rebuild relationships that have been under significant strain during the past 12 months.

Those between teaching unions and the decision-makers within the education system; between parents/carers and schools; and perhaps, most importantly, re-establishing the relationship between learners and their teachers.

Some of the immediate solutions which are already on the table or up for discussion are: more money, including the ‘Recruit, Recover and Raise Standards funding’; more teachers and learning assistants on the ground; changing term times; and setting up summer schools, holiday clubs and home tuition.

However, the longer-term problems are far harder to solve.

One estimate puts the cost of Wales’s journey back from COVID-19 at £1.4 bn to meet the challenges to the education system alone.

The opportunity exists for major reform and an examination of the whole approach to and aim of education.

Children and young people’s return to the classroom has been heralded as a big chance to put their well-being at the heart of education. As well as having a positive impact on well-being, put, mentally healthy children are much more likely to learn.

Following pressure from the Fifth Senedd’s CYPE Committee and its stakeholders, Wales has already made a significant shift towards establishing a ‘Whole School Approach to Mental Health’. The challenge during the Sixth Senedd will be to deliver it.

PERMANENT CHANGE

The potential sting in the tail is that, at the same time, the education system is getting children back to school, it also contends with major legislative reform.

This is in the form of wholesale changes to both the school curriculum and support for learners with Additional Learning Needs.

Some may argue that there’s been no better time to have such significant changes.

If the education system can successfully implement these three major reforms, arguably Wales will complete significant leg work and be on a firmer footing to meet the challenges presented by Covid-19.

At this stage there may be many more questions than answers for the education system.

The world into which learners will move has changed forever.

Not only has the pandemic interrupted their schooling, but the future journeys they were expected to make into the workplace or further and higher education could be unrecognisable.

The skills and aptitudes needed in the ‘new normal’ are only now beginning to be identified and are likely to be different from those needed before the pandemic began.   

Modules on the programme examine areas such as vocal technique, performance studies, movement, music theory, technologies of performance and performance projects designed to develop a holistic approach to vocal performance.

Assessment on this programme is by a range of methods offering opportunities to present learning in a variety of different ways throughout the course.

Learning methods include performances, portfolios, technical assessments, recording, electronic testing, arranging, mock auditions, podcasting, essay writing and presentations.

The staff at the Wales International Academy of Voice are looking forward for students to enrol on this newly designed degree.

David Bebbington, Academy Manager and Programme Director said: “Students on the new BMus programme will study voice in a holistic context, enabling them to engage with performance in a variety of settings, and introducing them to the multitude of opportunities available in their future careers.

“Central to the vision of the programme is ‘the industry’, and as such elements of the course will involve aspects of performance, recording, movement, music theory and studio techniques for example.

“At the end of the course, students will move into performance, music creation, teaching or a host of other session music opportunities.”

Barry Liles, Pro-Vice-Chancellor and Head of the Wales Institute of Science and Art (WISA) said: “The University is pleased to witness the strategic development of a BMus in Vocal Performance at the Wales International Academy of Voice.

“We believe this programme will provide an exciting opportunity for a significantly greater number of undergraduates to join our prestigious, world-class academy.

“Based on our enviable reputation within this vocal domain, the new programme will provide progression opportunities for our students on to postgraduate study or as practitioners in the sector.”

It is anticipated that graduates of the Vocal Performance programme will commence careers as performers, creators, teachers, recording artists and within various other related disciplines. The BMus (Hons) Vocal Performance may also lead to further postgraduate study.