A recent report has spotlighted the continued dominance of graduates within the creative workforce, underscoring persistent disparities in access to higher education in the creative field.
The All-Party Parliamentary Group (APPG) for Creative Diversity collaborated with the University of Manchester, King’s College London, University of the Arts London, and the Creative Industries Policy & Evidence Center (Creative PEC), with support from YouTube and the Paul Hamlyn Foundation. Their goal was to examine the efficacy of pathways leading to higher education in creative fields.
“This APPG report’s findings illuminate not just the challenges but also the opportunities that lie ahead,” the authors explain. “The underrepresentation of individuals from global majority backgrounds, the clear class crisis, and gender disparities highlight an urgent call to action.”
Uneven distribution
The findings reveal that the creative workforce remains predominantly composed of graduates, and there are glaring inequalities in gender, ethnicity, and social class in every stage of the process—ranging from applications and offers to acceptances and employment outcomes on creative higher education courses.
The report also highlights the ineffectiveness of apprenticeships within the creative industries. In response, the report addresses the need for fostering equity, diversity, and inclusion in creative education, pinpointing critical junctures where interventions are essential to ensure that the UK’s creative industries become more inclusive and equitable.
One of the core conclusions from their research is that both higher education institutions and government policies primarily emphasize encouraging underrepresented groups to apply for creative courses, rather than targeting institutional changes.
Diverse economy
The experts contend that a genuinely diverse creative economy can only be nurtured if the government and Higher Education Institutions shift their focus and take on more responsibility. The report goes on to outline key recommendations on how this can be achieved.
The study drew upon data from the Census 2021, the Universities and Colleges Admissions Service (UCAS), and the Higher Education Statistics Agency (HESA). It also involved statistical analyses, roundtable discussions with stakeholders, case studies, and a thorough review of international literature.
The report concludes with a series of specific recommendations, urging the government to undertake a fundamental overhaul of creative and cultural education provision, including substantial reforms in how creative education is delivered in primary and secondary schools, as well as within local community programs.
Additionally, it calls on higher education institutions to promptly reevaluate the link between creative education and access to creative and cultural professions, emphasizing the need to shift the focus from merely encouraging underrepresented groups to apply toward dismantling the barriers to entry that persist.
“This report critically sets out ‘What Works’ to begin building a more equitable creative education system for those aged 16+ and to dismantling the obstacles facing the next generation of creative talent. If we are to remain a creative nation, systemic change is not just necessary but absolutely vital,” the authors conclude.
