6.2 Education
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Education
A wide range of colleges and universities offer HND (Higher National Diploma) and BA courses in Photography, although many of these are broadly arts based, rather than being vocational with strong industry links. There are around 300 Higher Education courses in Photo Imaging subjects in the UK, offering 150 qualifications53 . These range from general Photography courses to those dedicated to specific types of Photo Imaging. There are estimated to be around 9300 Higher Education students taking these courses. There is also a range of vocational courses (see next section).
In addition, ten colleges in the UK offer PQE (Professional Qualifying Examination) courses, usually alongside a BA or following an HND. This qualification is validated by the BIPP (British Institute of Professional Photography) who also endorse and recognise a range of courses at colleges throughout the UK. A wide selection of Further and Higher Education establishments across the UK are affiliated to the AOP (Association of Photographers), while the British Association of Picture Libraries and Agencies (BAPLA) endorses courses in picture research at three London colleges.
Despite this wide range of provision however, there is concern throughout the industry that formal education in general is not adequately preparing new entrants for the reality of work in the Photo Imaging sector. While some institutions do an excellent job of preparing students for entry into the industry, and have produced some of the best photo imaging professionals, there are many that do not. In particular, too many focus on equipping individuals, to varying levels, with specific enduring and transient skills, and frequently do not provide the more general enduring skills or the transferable life, work and business skills that are needed for employability and 'work-readiness'. These are then left to be acquired through post-entry learning or by experience - yet it should be the other way around: formal education should provide a solid foundation of general enduring and transferable skills (as well as specific enduring skills), allowing the transient skills to be acquired and maintained post-entry
In addition, amongst the teaching of industry-specific skills, there is felt to be too much emphasis on photography at the expense of related and surrounding processes and the overall image production supply chain. Often the result is that students expect to become successful Photographers, but remain unaware of - and unprepared for - the other career options available to them. It is felt by industry that institutions could do more to raise awareness of the various sub-sectors, roles and jobs that comprise the Photo Imaging sector. It is also considered important to recognise that most roles require the same basic foundation skills - i.e. the ability to get an image from source to final output (or at least an understanding of that process).
Teaching of business skills and intellectual property issues needs also to be properly embedded within courses, with compulsory attendance, rather than being added as an optional 'bolt-on'. However, there is also a need to make this teaching available in modular form, accessible by those already in the industry. There is a perception that these are considered unglamorous topics that are not liked by lecturers.
A number of Further Education institutions have expressed54 a desire to forge stronger links with industry in order to ensure teaching remains relevant and current. However, problems have been experienced by some, particularly in setting up employer panels, due to the small-company nature of the sector and, in some cases, employers' reluctance to participate. From the industry side, Manufacturers in particular have expressed a desire to associate more closely with colleges and universities, although they report being uncertain about how best to do this55 .
There appears to be agreement that colleges and universities do tend to direct students only towards careers as Photographers; a need for more information about the sector has been expressed in order to address this56 . It is felt that this is an area in which Skillset could usefully assist.
53 Overview And Analysis Of Training And Vocational Education Provision Relevant To The Audiovisual Industry Across The UK, Pye Tait for Skillset, September 2004
54 Through consultation with Skillset
55 Skillset Prolabs and Manufacturers Focus Group, July 2005
56 Responses to Skillset CoVEs Questionnaire, Summer 2005
Education
A wide range of colleges and universities offer HND (Higher National Diploma) and BA courses in Photography, although many of these are broadly arts based, rather than being vocational with strong industry links. There are around 300 Higher Education courses in Photo Imaging subjects in the UK, offering 150 qualifications53 . These range from general Photography courses to those dedicated to specific types of Photo Imaging. There are estimated to be around 9300 Higher Education students taking these courses. There is also a range of vocational courses (see next section).
In addition, ten colleges in the UK offer PQE (Professional Qualifying Examination) courses, usually alongside a BA or following an HND. This qualification is validated by the BIPP (British Institute of Professional Photography) who also endorse and recognise a range of courses at colleges throughout the UK. A wide selection of Further and Higher Education establishments across the UK are affiliated to the AOP (Association of Photographers), while the British Association of Picture Libraries and Agencies (BAPLA) endorses courses in picture research at three London colleges.
Despite this wide range of provision however, there is concern throughout the industry that formal education in general is not adequately preparing new entrants for the reality of work in the Photo Imaging sector. While some institutions do an excellent job of preparing students for entry into the industry, and have produced some of the best photo imaging professionals, there are many that do not. In particular, too many focus on equipping individuals, to varying levels, with specific enduring and transient skills, and frequently do not provide the more general enduring skills or the transferable life, work and business skills that are needed for employability and 'work-readiness'. These are then left to be acquired through post-entry learning or by experience - yet it should be the other way around: formal education should provide a solid foundation of general enduring and transferable skills (as well as specific enduring skills), allowing the transient skills to be acquired and maintained post-entry
In addition, amongst the teaching of industry-specific skills, there is felt to be too much emphasis on photography at the expense of related and surrounding processes and the overall image production supply chain. Often the result is that students expect to become successful Photographers, but remain unaware of - and unprepared for - the other career options available to them. It is felt by industry that institutions could do more to raise awareness of the various sub-sectors, roles and jobs that comprise the Photo Imaging sector. It is also considered important to recognise that most roles require the same basic foundation skills - i.e. the ability to get an image from source to final output (or at least an understanding of that process).
Teaching of business skills and intellectual property issues needs also to be properly embedded within courses, with compulsory attendance, rather than being added as an optional 'bolt-on'. However, there is also a need to make this teaching available in modular form, accessible by those already in the industry. There is a perception that these are considered unglamorous topics that are not liked by lecturers.
A number of Further Education institutions have expressed54 a desire to forge stronger links with industry in order to ensure teaching remains relevant and current. However, problems have been experienced by some, particularly in setting up employer panels, due to the small-company nature of the sector and, in some cases, employers' reluctance to participate. From the industry side, Manufacturers in particular have expressed a desire to associate more closely with colleges and universities, although they report being uncertain about how best to do this55 .
There appears to be agreement that colleges and universities do tend to direct students only towards careers as Photographers; a need for more information about the sector has been expressed in order to address this56 . It is felt that this is an area in which Skillset could usefully assist.
53 Overview And Analysis Of Training And Vocational Education Provision Relevant To The Audiovisual Industry Across The UK, Pye Tait for Skillset, September 2004
54 Through consultation with Skillset
55 Skillset Prolabs and Manufacturers Focus Group, July 2005
56 Responses to Skillset CoVEs Questionnaire, Summer 2005
