John Gray James Scorey Director of Further Education Vice Principal Funding and Planning Emsi Cardiff and Vale College
Agenda
• Quick recap from Session 1 – State of the Nation for Wales
• Using LMI to Inform Curriculum Strategy o Key reasons for using LMI o Using LMI as part of your research strategy o Data examples for different regions
• Case Study: Cardiff and Vale College
Using Labour Market Data to Inform Curriculum Strategy Emsi’s mission is to use labour market data to inform & connect people, education, and employers, within the context of regional economies. Key reasons to use LMI in planning
§ Ensure your curriculum is aligned with the local, regional and national labour market § Identify opportunities e.g. new courses to meet high employment demand § Is there room in the market to offer a greater volume of particular courses? § Scale back provision with poor labour market alignment § How does the market look in the future? Plan to grow or shrink future provision accordingly. § Adapt course content so it is aligned with the skills needed by employers in your region LMI as part of your research strategy
Develop ideas and Test ideas and Implement Research plans plans changes
• Develop new course • Estyn requirements • Identify new courses • Obtain feedback from • Modify course • LMI • Identification of priority skills employers, LEP, content • LEP priorities etc • Modify course content students etc • Analysis of existing provision • Cut back on some provision • Develop business case • Employer feedback where necessary • Student feedback • Talk to each other Start by taking a broad look…
• Are there any national or regional trends which should be considered? • Are there any opportunities or risks nationally/regionally? • What are the top industries in your region? • What are the in-demand skills National Regional Local regionally and locally? • Are there any opportunities or risks nationally/regionally? • What are the main differences between the regional and local context? Start by taking a broad look…
• Are there any opportunities or risks in the broader industry or occupational groupings? • What are the top growing/declining industries Your broad are Your specific and sub industries in your All industries/ area of interest of interest (e.g. region? Occupations (e.g. Electrical • Are you focusing on the right construction) installation). sub industries/occupations in your curriculum area? • Are you developing transferable skills for other industries and occupations? Planning workflow Some data examples…
20 mile radius of Coleg Cambria 20 mile radius of Coleg Cambria 20 mile radius of Coleg Cambria
Engineering Occupations in Cardiff and Vale of Glamorgan Engineering Occupations in Cardiff and Vale of Glamorgan Engineering Occupations in Cardiff and Vale of Glamorgan Engineering Occupations in Cardiff and Vale of Glamorgan
Computing Occupations in Pembrokeshire
Oct 18 - Oct 20 May 20 – Oct 20 Computing Occupations in Pembrokeshire
Oct 18 - Oct 20 May 20 – Oct 20 Computing Occupations in Pembrokeshire
Oct 18 - Oct 20 May 20 – Oct 20 Planning workflow The importance of LMI at CAVC
Prepared for: ColegauCymru Conference. Session 3: Using labour market data to inform curriculum strategy
James Scorey - Vice Principal Funding & Planning
November 2020 Purpose
To capture and distil Labour Market Intelligence (LMI) to inform curriculum planning and employer-led skills development.
Supporting the development of skilled and employable people.
www.cavc.ac.uk Working in a VUCA world
KEY DRIVERS OF CHANGE
Resourcing / Talent Management City Deal Industry 4.0 & Skills Large Infrastructure Projects Automation
Devolution and skills policy Apprenticeship Levy Ageing Population Welsh Language Policy
Immigration Controls Exchange Rate/ Inflation Replacement Jobs Employability – soft skills
Quality assurance (Estyn) Entrepreneurship FE – Merger & Acquisition Technology Enhanced Learning
Employment & Skills Board/ Austerity (Health vs. Climate change agenda Lifelong learning Regional Skills Partnership Education)
Brexit Higher Level Skills Universities (FE/HE) – PCET Private Sector Training Reform
www.cavc.ac.uk Regional context
10 local authorities, 5 FE Colleges and 3 Universities
1.5m people (64% of working age – 16 to 64)
30% aged under 25 (Ageing regional profile)
Cardiff and the Vale is 90% of UK GVA (Region is 73%)
95% of companies are micro and SMEs
16% of employers have skills gaps (86% soft / 96% technical)
54% of all jobs will be at Level 4+ by 2024
11% of working age (16 to 64) adults have no qualifications www.cavc.ac.uk Advanced Materials and Manufacturing
Hospitality, Compound Retail and Semi- Tourism Conductors
Priority Health, Social Care and Construction Education Sector Focus
Financial, Legal and Creative Professional Services
Digital
www.cavc.ac.uk Capturing LMI Quantitative Qualitative • Government data • Horizon scanning sources (UK, Wales & (Competitors, News Regional) etc.)
• Industry reports • Employer Engagement
• Paid data sources (e.g. • Skills Surveys emsi Analyst • Employer Advisory Boards www.cavc.ac.uk Making LMI accessible
• Sector Snapshots x 10
• Curriculum planning report
• Subject Area / Local Area Requests
• Commissioned skills surveys
www.cavc.ac.uk Research History
February 2015: CAVC LMI Update report November 2015: EMSI Course and Curriculum Alignment Consultancy December 2015: CAVC LMI Model
January 2016: Training Needs Survey March 2016: Large Employers Skills Survey with USW for South East Wales RSP and South West and Central RSP (£) May 2016: Priority Sector Market Snapshots
February 2017 to May 2017: SME Skills Survey for South East Wales Regional Skills Partnership (£) June 2017: Priority Sector Market Snapshots October 2017: Informing Curriculum Planning Report
January 2018: WLGA Armed Forces Training Packages (£) March 2018: Industry and Occupation Analysis for Regional Workforce Partnership (Health and Social Care) October 2018: Analysis of LMI to inform future provision at our proposed Vale of Glamorgan Technology Campus
March 2019: Secured British Council I-WORK project (£) October 2019: emsi Economic Impact Reports November 2019: Curriculum planning LMI updates www.cavc.ac.uk Curriculum Planning – A challenge and opportunity LEARNER DEMAND (& PARENT/ GUARDIAN INFLUENCE)
COLLEGE EMPLOYER CAPACITY & DEMAND (& CAPABILITY GOVERNMENT / TO SUPPLY RSP INFLUENCE)
www.cavc.ac.uk Measuring impact
• Economic Impact (students to date) • £445.9 million in added income • Circa 1.7% of Gross Regional Product (CCR) • Equivalent of 19,236 average wage jobs
• Social Impact (2017/18 cohort over working lives) • £1.4bn higher earnings and social savings
• Employability • 89% learners have a positive destination within 3 months • 60% of level 3 learners progressed to higher education. • 7% decrease in Level 1 and 10% increase in Level 3
www.cavc.ac.uk Summary
“The college has a very clear and strategic approach to its provision, with the aim of developing skilled and employable learners. This aim is reflected very well in the college’s curriculum planning and development processes, which draw on strong links with employers, detailed use of labour market intelligence and close contact with its community.”
Cardiff and Vale College, Estyn Inspection Report November 2018
www.cavc.ac.uk