The UK tech industry is expanding rapidly. However, digital and tech skills gaps in the UK are currently holding back economic expansion and many employers are sticking to traditional hiring routes, with many people from diverse and disadvantaged backgrounds missing out.

This research, commissioned by Generation and supported by JPMorganChase, sought to better understand how we can enable people from all backgrounds to develop skills to progress into digital and tech jobs, highlighting which programmes and skilling pathways are most effective. It had a specific focus on people from lower-socio-economic backgrounds and with lower qualification levels, and includes people in low paid work, underemployed or unemployed.

The report includes recommendations for policymakers, commissioners and employers:

  1. Local Skills Improvement Plans should include assessment of tech/digital skills needs, with employers investing more and public funding targeted on those that need the most help
  2. Employers, working with national and local government, should consider how they can promote careers in digital/tech, widen recruitment approaches and build career pathways
  3. Employers should increase investment in digital/tech training, supported by the Growth and Skills Levy and a new Skills Tax Credit
  4. The employment and skills system should be simplified, joined up, and able to adapt to rapidly changing digital and tech skills needs.

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24 December 2025

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22 December 2025

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27 November 2025

Responding to the full year apprenticeships data release

Learning and Work Institute’s Deputy Head of Research Dr Corin Egglestone responds to the full year apprenticeships data released on 27 November 2025.

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18 November 2025

Responding to higher technical skills needs

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7 November 2025

No train no gain

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7 November 2025

Working class people paid more when they get training from their employer

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5 November 2025

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5 November 2025

Responding to the final report of the Curriculum and Assessment Review

Learning and Work Institute’s Chief Executive Stephen Evans responds to the final report of the Curriculum and Assessment Review.

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