In this second half of Safaraz’s conversation with Paddy Craven, Director of Policy at the City & Guilds Group, they explore the concept of non-linear career paths. Paddy shares his fascinating journey from art and design to a leadership role in policy and stakeholder partnerships, offering a compelling narrative of how adaptability and diverse experiences are not just beneficial but essential in today’s evolving professional world.
Through this lens, Safaraz and Paddy examine how awarding organisations have evolved over time, highlighting the crucial role of innovation and adaptability in maintaining a respected and relevant brand in the education and vocational sectors. As industries shift, institutions like City & Guilds must embrace new learning methods, qualifications, and partnerships to ensure learners and employers alike continue to benefit from robust and future-proofed training.
Looking ahead, they delve into the future of digital skills, uncovering the growing influence of digital credentials and stackable achievements. These new models of learning provide greater flexibility and accessibility, allowing individuals to build their qualifications over time in a way that suits their unique career journeys. With workforce expectations evolving, Paddy and Safaraz discuss how digital learning can bridge gaps in education, offering solutions that cater to modern lifestyles and employment patterns.
A significant part of their conversation centres on the digital divide and the pressing need for digital literacy. As technology continues to reshape industries, the ability to navigate digital tools and platforms is becoming a key determinant of workforce productivity. They champion continuous learning opportunities that align with the demands of contemporary working environments, contrasting the structured learning pathways of the past with today’s need for dynamic, self-paced education.
The conversation then turns to the transformative role of artificial intelligence in education and professional development. Paddy and Safaraz explore AI’s potential in skills-based assessment and curriculum design, considering how technology can enhance personalised learning and create more effective evaluation systems. They discuss both the opportunities and challenges AI presents, emphasizing the importance of thoughtful implementation to support rather than replace human expertise in education.
Leadership development and community engagement also feature prominently in their discussion. Paddy shares inspiring stories of how mentorship, talent development, and aligning careers with personal passions can lead to more fulfilling professional experiences. By fostering a culture of lifelong learning and support, organisations can empower individuals to navigate career transitions with confidence and purpose.
Finally, they shift their focus to the further education sector and its role in supporting labour market transitions. As economies recover and industries adapt, agility in education and training will be critical to ensuring that the workforce is equipped with the skills needed for emerging job opportunities. Paddy and Safaraz conclude by highlighting the importance of collaboration between education providers, employers, and policymakers to create a resilient and future-ready workforce.
