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More than 22 million working age adults can’t complete basic digital task like identifying secure websites or accessing their salary information digitally.
More than half (55 per cent) of adults aged 18-64 are unable to perform all 20 digital tasks deemed essential for the workplace, according to the Lloyds Bank Essential Digital Skills Report.
Recognising suspicious links, communicating using messaging apps like Slack and Teams and following IT policies all make it onto a list of ‘essential digital skills for work’.
FutureDotNow, a charity and business coalition of industry leaders, has shown there is a considerable economic gain to be realised for individuals, businesses and the UK from closing the gaps in essential digital skills
The Lancashire and Cumbria Institute of Technology is perfectly positioned to lead the way on embedding essential digital skills in all courses.
“One day we won’t call them ‘digital skills’ at all,” says Kerry Harrison, lead for the Lancashire Digital Skills Partnership, part of the Lancashire Skills and Employment Hub, and a member of the IoT’s digital employer advisory board.
“They’ll just be the skills you need for work. They’re not advanced skills, it’s skills like checking your payslip online, setting secure passwords and using digital skills to improve productivity. But the gap is having a huge impact on productivity, opportunity and inclusion.”
These skills are grouped into five key areas:
They’re skills many of us take for granted but the lack of them throughout the workforce causes problems.
Groups with the largest gaps when it comes to completing all 20 tasks include part-time workers, older workers and those with an impairment. Retail now tops the list from a sector perspective, with 63% of worker in retail lacking some of the essential skills.
There are surprises in the research too. More than half (52 per cent) of young people aged 18-24 and 44 per cent of those with a Bachelor’s degree, Masters or PhD can’t complete all 20 tasks. 27 per cent of those who work in the Tech sector are also missing some of the basics.
“It’s easy to assume young people leaving education have these skills, but one in two can’t do all 20,” Kerry says. “The myth of the ‘digital native’ hides the reality that many young people, and adults, haven’t been taught the digital basics they’ll need in work.”
The Essential Digital Skills Framework is also evolving. With the rise of artificial intelligence (AI), new competencies are being added, such as understanding the ethical implications of AI, using digital tools responsibly and recognising potential data risks.
The digital skills gap isn’t just an educational issue, it’s an economic one. The research from FutureDotNow shows that workers who have all 20 essential digital skills can earn, on average, £897 more each year, rising to nearly £5,000 for those in the North West.
For businesses, the gains are even greater. Companies that upskill their workforce in basic digital competencies see measurable increases in productivity, innovation and employee engagement. FutureDotNow has built a calculator that allows individuals and employers to work out what they could be missing.
“A construction company in the North West with 500 employees could be missing out on half a million pounds every year because of digital inefficiencies,” Kerry says. “The data is clear, improving essential digital skills boosts productivity for individuals and businesses alike.”
As an employer partner, Kerry and other digital employers advise the IoT on the skills learners should be armed with to ready them for work.
“The IoT is uniquely placed to make a real impact,” she says. “We’re not just talking about 18-24-year-olds, the IoT supports learners and employees at every stage of their career. By embedding these essential skills, we can make sure everyone is digitally confident.”
This approach aligns closely with the Lancashire Skills and Employment Strategic Framework wider themes of developing a skilled and productive workforce and promoting an inclusive workforce. Ensuring everyone can access the tools, devices, and training they need to participate in a digital world is central to our regional vision for growth.
“This isn’t about advanced coding or data science,” Kerry adds. “It’s about the basic, essential skills that every worker needs. These are the skills that make people more employable, businesses more productive and our region more resilient.”
Students use these tools to produce professional architectural and engineering drawings, develop 3D models and run simulations. The room also supports HoloLens mixed reality technology, allowing students to walk through virtual versions of their designs and carry out clash detection or layout visualisation.
The space is in constant use — five days a week and two evenings — hosting classes, assessments and professional events. Preston College works closely with industry partners including Roland Homes, Persimmon and the Home Builders Federation, ensuring learning aligns with employer needs.
“Our students can visualise, design and problem-solve using the same technology that’s reshaping the construction industry,” says Zac Wilkinson. “By the time they complete their HNC or HND, they’re already working at the level of CAD technicians.”