using lmi to support successful business and curriculum strategy

RCU, 3 Tustin Court, Port Way, Preston, PR2 2YQTel: 01772 734855 email: clee@rcu.co.uk

How LMI is used in the sector to supportsuccessful business and curriculum strategy

AoC Business Development Conference25th February 2016

1. Using Labour Market Intelligence 2. LMI Sources - Where can you find it?3. Case Study – Salford City College4. Overview of the MiDES LMI Tool

Session Overview

1. Using Labour Market Intelligence (LMI)

Strategic decision making needs to be supported by good quality labour market intelligence...

...and then related to your specific context.

• How should the college change its current curriculum offer?• How should the college best market it’s offer to employers? • What are the key characteristics of our competitors and how

has this changed in recent years?• Which industrial sectors are likely to have the greatest scope

for increasing our volume of apprenticeships?• Should the college be investing in more staff to deliver STEM

courses and advanced manufacturing? • What areas provide the most opportunities for generating

commercial income? • What would be the value in developing strategic partnerships?

Example Questions

1. Specialisation and development of Institutes of Technology;2. Mergers/partnerships; 3. Localism – meeting the needs of the local economy;4. Quality – particularly in terms of ‘outcomes’ rather than

‘outputs’;5. Financial sustainability – including long term business

model.

Colleges require access to accurate quantitative and qualitative data to support these issues.

Local Area Review Issues

Local Profile

• Claimant Count• Current population

education level• Industry profile• Deprivation• GDP/GVA per head• Age profile• Ethnicity Profile• Transport

infrastructure

Skills Demand

• Job vacancies• Skill shortage

vacancies • Wage rates• FT/PT vacancies• Gender profile• Local insight• Occupations and

industries (SOC and SIC)

Skills Supply

• Government funded courses

• Learner profile• HE courses • Full cost provision• Competitor

analysis• Gap analysis

Skills Need

• Skill needs projections

• Local skills priorities

• Growth sectors• Local strategic

Labour Market Intelligence Categories

2. Labour Market Intelligence SourcesWhere do you get good quality LMI data?

• National published surveys e.g. Employer Skills Survey, ASHE, Labour Force Survey, Working Futures;

• Government statistics e.g. Census 2011, unemployment data (NOMIS, annual population survey, business register, Neighbourhood Statistics);

• Learner data;• Job vacancy data e.g. Job Centre Plus, Websites etc;• Local intelligence e.g. Regional Skills Partnerships reports,

regional observatories, local authority data, local news;• Primary research e.g. College surveys, feedback from

business development managers, Heads of Department.

LMI Sources

FE Data Hub Website: mides.rcu.co.uk• MiDES is now built within the new

FE Data Hub website.

• Logins available to all AoC member colleges.

• FE Data Hub includes some of the most important and useful data about the FE sector.

• Sections include:• Recruitment and Participation• Performance• Employers and Apprenticeships• Socio-Demographics

FE Data Hub Website: mides.rcu.co.uk• Careers of the Future

• Occupations Summary Dashboard

• Level 3 Performance

• Success Rates

1. Strategic Commitment

2. Define Responsibilities

3. Create Single Access Point

4. Agree Questions 5. Develop Plan 6. Carry out

Analysis

7. Internal Report

8. Embed 9. Review 10. External Communication

• Which computer based analysis tools are you currently using and who is responsible for carrying out this analysis? Is additional training required?

• What are the costs and benefits of using commercial packages and consultancy support?

• Are you using intelligence data with strategic analysis tools in order to inform strategic decisions and priorities?

Using Analysis Tools

• Who in your organisation is responsible for producing intelligence reports?

• Do you collect feedback from the target audience on how easy the reports are to use and whether they meet user expectations?

• What does the institution need to do in order to improve the quality of its reports?

Create Simple Reports

3. Case Study – Salford City CollegeUsing Vector and LMI data in Planning and

Decision Making

• Salford City College has 5 centres created from merger in 2009;

• Over 5,000 16-18 year old students;

• Over 10,000 students in total;

• Whole range of curriculum offered;

• Learner numbers have declined over the past three years;

• Falling demographics (fewer school leavers) and new UTC nearby has made recruitment more difficult;

• Pays around £800,000 per year to advertise on 18 different bus routes;

• Plans to significantly reduce this cost in 2016.

• Uses Vector alongside LMI and internal college data to inform decision making and curriculum development.

Introduction

• Look at market share and learner volumes;

• To inform marketing strategy;

• Investigate new provision, changes to offer or reduction;

• To inform other planning – transport and other areas for investment;

• Not just used in marketing team – used at top level and by each curriculum area;

• See if campaigns and investments have paid off / provided results;

• “Was invaluable for the Area Wide Reviews” – Becky Wilkins

How Salford City College uses the Vector tool

• Curriculum numbers and market share (classroom learning and apprenticeships);

• Student numbers – locality of learners and distance travelled;

• Changes in recruitment patterns;

• Understanding the competition;

• School leaver projections – by school and by location.

Information the College uses:

Where does the College recruit from?• College learner

volumes and market share down in highlighted areas.

• Majority of learners live within 7 mile radius of central campuses.

• Learner volumes and market share fall quickly in the central Manchester area and in northern recruitment areas around Bolton and Bury.

Where do learners study?

• Salford City College is the largest recruiter in this area however learner volumes at the College declined over the past 3 years.

• Other FE Colleges collectively have seen a decline in learner numbers. Down 510 between 2012/13 and 2014/15.

• Sixth Form Colleges and School Sixth Forms have benefitted from growth during the past 3 years.

• Competitor analysis used to identify strengths, curriculum offer of local Schools and Sixth Form Colleges.

0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500

Salford City College

Other FE Colleges

Private Training Providers

Sixth Form Colleges

School Sixth Forms

Other Providers

Number of Learners

All Subjects (16-18 Classroom Learning)

100015002000250030003500400045005000

2012/13 2013/14 2014/15

All Subjects (12/13 to 14/15)

Salford City College Other FE Colleges

Private Training Providers Sixth Form Colleges

School Sixth Forms Other Providers

What do learners study and how has demand changed?

2012/13 2014/15 Change 2012/13 2014/15 Change 2012/13 2014/15 ChangeHealth Nursing & Social Care 510 550 40 1,060 1,020 -40 48% 54% 6Public Services 150 100 -50 250 200 -50 60% 49% -11Child Development 160 100 -60 380 280 -100 42% 35% -7Science & Mathematics 930 1,280 350 2,970 3,830 860 31% 33% 2Agri Hort & Animal Care 140 160 20 200 230 30 69% 68% -1Engineering 170 40 -130 420 250 -170 41% 18% -23Motor Vehicle & Transport 80 0 -80 230 200 -30 32% 0% -32Construction 370 380 10 590 710 120 63% 53% -10ICT 420 380 -40 1,270 920 -350 33% 41% 8Retail Wholesale Dist etc.. 10 0 -10 60 60 0 19% 0% -19Hair & Beauty 240 170 -70 470 390 -80 50% 44% -6Hospitality & Catering 90 100 10 200 210 10 46% 49% 3Sport Leisure & Recreation 340 320 -20 970 860 -110 35% 37% 2Leisure Travel & Tourism 130 90 -40 260 190 -70 50% 49% -1Performing Arts 360 260 -100 750 590 -160 48% 45% -3Media & Communication 550 390 -160 1,070 820 -250 52% 47% -5Art & Design 430 400 -30 1,000 970 -30 43% 41% -2Humanities Langs Soc Scie 1,000 1,430 430 3,220 3,940 720 31% 36% 5Preparation for Life & Work 3,150 1,060 -2090 6,480 3,650 -2830 49% 29% -20Business Admin & Law 460 520 60 1,440 1,540 100 32% 34% 2

Subject Area (16-18 Classroom Learners) - Core Recruitment Area

Havering College: 16-18 Classroom Learners

All Providers: 16-18 Classroom Learners

Market Share

• Based on demand the College has added new provision including Computing and Motor Vehicle;

• They are aware of certain areas where they do not achieve a share of the market they expected;

• College transport is being reduced and reorganised to save costs, taking into account where the service will be of greatest benefit;

• Reduce curriculum offer duplicated across multiple campuses, e.g. Media & Communications which was delivered in 5 campuses in 2013/14.

Information used for decision making:

Media & Communications – Learner volumes by Campus?

• Using the Vector data Salford City College have decided to cut delivery of Media & Communications which was being delivered at multiple centres in 2013/14.

• The curriculum based mapping helped to identify where the relevant learners lived and how they might be affected by this rationalisation.

0 50 100 150 200 250 300 350 400

City Sixth Form College

Walkden Sixth Form Centre

Eccles Sixth Form Centre

Pendleton Sixth Form Centre

Trinity Business Training

Number of 16-18 Classroom Learners

Media & Communication - Level 3

• Salford City College also produce individual reports for each curriculum area to show learner volumes, market share, trends, popular qualifications etc..

• LMI data is combined to show relevance to the labour market with a focus on:

• Key Sector Priorities

• Growth Sectors

• Skills Shortages

• This has supported the College in ensuring their curriculum development not only takes into account learner demand by skills demanded by local employers.

Combining LMI to Vector data:

• In recent years, the College’s market share with the local 16-18 apprenticeship market has grown from 7% - 10%.

• The 16-18 classroom learner market has also increased in market share by 1 percentage point over the past 3 years.

• The College has identified which bus routes to keep and which to lose by reviewing learner numbers, demographics and travel patterns displayed with the Vector maps.

• Salford City College has rationalised delivery of Media from 5 separate campuses which they felt was inefficient, down to 2.

• Motor Vehicle studies has been introduced based on local demand and Animal Care, Equine and Performing Arts are also being considered as new areas for investment.

Outcomes

4. Overview of the MiDES LMI ToolMatching Skills Supply with Demand using

LMI and Learner Data

• Uses appropriate LMI data and detailed learner data (ILR);• Shows occupations identified as being priorities in your local area

(LEP).• Helps to identify whether there is an adequate local supply of

apprenticeships within skill shortage areas?• Subject and Framework level analysis to show college’s current

expertise / market share in identified apprenticeship frameworks?• Helps you answer:

– What apprenticeship frameworks should the college seek to develop to address local skill needs?

– What is the potential size of the market and what investment would be required?

Local Area SummaryLMI and Apprenticeships

Mapping LMI and Apprenticeships

LMI - Occupations

Apprenticeships Analysis

Example College

Other Colleges

Private Training Providers

Other Providers

0 500 1,000 1,500 2,000 2,500 3,000 3,500

Number of Apprenticeships by Provider Type

53.6%45.1%

Apprenticeships by Level

IntermediateAdvancedHigher

Local Area Analysis of Apprenticeship Volumes

• What is your share of the local apprenticeship market? How does this compare to other providers?

• What are the most in demand apprenticeship frameworks in your area?

• Does your college have the capacity to invest in these frameworks?

Apprenticeships by Subject Area (All Providers) Number Number Market Share01.3 Health and Social Care 12,880 650 5%15.2 Administration 12,860 240 2%01.4 Public Services 7,540 220 3%04.2 Manufacturing Technologies 6,250 20 0%15.3 Business Management 6,060 120 2%07.3 Service Enterprises 4,300 200 5%07.4 Hospitality and Catering 4,250 20 0%07.1 Retailing and Wholesaling 3,420 0 0%01.5 Child Development and Well Being 3,360 200 6%04.3 Transportation Operations and Maintenance 3,080 0 0%

Apprenticeships by Framework (All Providers) Number Number Market Share444 Health and Social Care 10,920 320 3%490 Business and Administration 7,000 180 3%537 HM Forces 6,720 0 0%487 Management 6,000 160 3%488 Customer Service 5,640 80 1%443 Retail 3,380 20 1%445 Children and Young People's Workforce 3,330 100 3%504 Improving Operational Performance 2,420 0 0%508 Hairdressing 2,370 80 3%583 Hospitality 1,960 0 0%

LEP Area Example College

Top 10 Subject Areas and Frameworks in the LEP area

Skills Demand & Supply

• Digital Creative, Science and Technology is identified as a LEP priority in London;

• Within this area there are 380 apprentices being trained on Framework 418;

• Identified as an opportunity for the College who are currently not in this market;

• Other Colleges currently have 16% of the apprenticeship market;

• Despite being a priority skills area the proportion of overall apprentices in Inner London is lower than the regional and national average;

• Data presents an opportunity for the College.

• Programmers and Software Development Professionals identified as a growth area within Inner London;

• Forecast 7% growth in jobs by 2020;

• 26% of employers report Skills Shortage Vacancies;

• Concentration of overall jobs in Inner London slightly above the national average;

• Opportunity for further Skills development.

Helps inform strategic decisions, e.g.

“Should we invest in this area?”

Analysis should also consider level of skills required to identify whether skills need can be met by apprentices.

Matching Skills Demand to Skills Supply

Skills Equilibrium Matrix

Apprenticeship Analyser(New in April)

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