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Labour Market Information in college websites
- 1. Labour Market Information in your college website Stephen Lockhart and Tim Ketterer Float New Media Design
- 2. Founded in 2003, we help the education sector transform their digital products www.floatdesign.net
- 3. We’re here to talk about our research into Labour Market Information for college websites.
- 4. – The Gatsby Good Career Benchmarks “Every pupil, and their parents, should have access to good quality information about future study options and labour market opportunities.”
- 5. – Careers guidance: Guidance for further education colleges and sixth form colleges Feb 2018 “Labour market information can help young people and their parents/carers to understand the salaries and promotion opportunities for different jobs, and the volume and location of vacancies across different sectors. ”
- 6. – The Rt Hon Anne Milton MP Department for Education’s Career Strategy Dec 2017 “It is vital, in an environment where new industries are emerging and many of the most important jobs of the future don’t yet exist, that individuals have access to high-quality labour market information and earnings data to underpin their choices. ”
- 7. Labour Market Information is important
- 8. • Shows students and their parents where a course can lead to • Allows learners to make fully informed choices • Presents options they didn’t know existed • Adds value to a course page when career and HE progression routes are outlined
- 9. But there’s so much data available
- 10. • Understand what’s important and how best to present this information • It should provide “real” insights - not just statistics • Make it engaging and simple to understand
- 11. Rewind to 2017
- 13. We reviewed over 300 college websites www.floatdesign.net/articles/designing-college-websites/
- 14. • We saw a small number of colleges beginning to integrate LMI data • Whilst a step forward, we felt things could still be integrated better • Often what was missing was context
- 16. Existing resources • Expensive • Not integrated into college website • Poor presentation of information • Manual mapping process required
- 17. There must be a better way
- 18. So we made an app mapping LMI data to T-Levels www.floatdesign.net/tlevels
- 20. A proof of concept • Familiarised ourselves with the “LMI for All” API • Spent time thinking about appropriate data display for a young audience • Helped inform what we needed to do for colleges
- 21. What did we learn? • We were positive the sector was missing an affordable LMI tool • One that was contextual, integrated and engaging • We knew the data was available
- 22. The key was mapping Level 3 courses to HE and careers Which sounds simple, doesn’t it?
- 27. Pathways shows progression options from the courses you provide to the careers students can do.
- 28. It links A levels and BTECs to HE courses and careers, showing LMI data, study options and videos of real people talking about their jobs.
- 29. • Based on real and independent data from HESA, “LMI for All” and Unistats • Maps A Levels and BTECs to Foundation Degrees, HNCs, HNDs and Degrees • Over 800 careers videos from icould, with real people talking about their job
- 30. Live demo
- 31. So how does it work?
- 32. Custom dataset from HESA that maps the 100 most commonly held A Levels against each JACs Principal Subject And the same for BTECs
- 34. As an example, this tells us that 92% of students on degree subjects in (A3) Clinical Medicine hold an A Level in Biology.
- 35. PathwaysLMI for All / HESA Unistats icould Get SOC codes for Principal JACs subject LMI for All / ASHE Get Salary information for SOC code LMI for All / WF Get future employment for SOC code Get careers videos for SOC code Get UK course data for Principal JACs subject HESA dataset Get Principal JACs subjects for a Level 3 course LMI for All / SOCGet job description for SOC code
- 36. The course page we’re on JACs Principal Subject Jobs mapped to the JACs subject Insight into this job Salary data for this job Future employment for this jobTop commonly held A Levels for this JACs subject
- 37. The Level 3 course page we’re on JACs Principal Subject Jobs mapped to the JACs subject Insight into this job Job description from LMI for All Videos for this job, matching on SOC code, from icould Top commonly held A Levels for this JACs subject
- 38. Where to study this JACs subject Data broken down by region to make it more manageable Showing all institutions with matching courses, for the selected region All applicable HE courses for that institution - Foundation Degrees, HNCs, HNDs and Degrees
- 39. Easy to embed. No extra work for your IT or web team.
- 43. www.huish.ac.uk
- 44. www.stbrn.ac.uk
- 46. Where next?
- 47. • Integrate HESA data for BTECs • Regional insights per occupation • Compare your region with national data • Live job and apprenticeship vacancies
- 48. Ask us some questions stephen@floatdesign.net tim@floatdesign.net www.career-pathways.co.uk
Editor's Notes
- We want to share what we’ve been doing over the last 9 months - our research into what’s possible with the data that’s out there and some of the projects we’ve been developing. And if anyone here is happy to share what they’re doing with LMI data, we’d love to hear of your experiences. Which we can pick up at the end.
- I presume we all know about Labour Market Information and the value it brings, so don’t want to labour too much on that. In recent government strategy documents we see a big push in making this much more accessible and open - to help inform future choices. This is a quote from the Gatsby Benchmarks where the use of LMI data is one of their 8 benchmarks.
- The recent Department for Education Career Guidance for FE and Sixth form colleges stresses its importance
- And in last year’s Careers Strategy it is again marked as being vital to help students see what routes are available to help underpin their future choices
- So we get it. This stuff is important!
- And what we want to talk about today, is the use of Labour Market Information in your college website. Not hidden round the back in the Careers section. Or as a careers resource for existing students. But out front and centre, in your course marketing pages. Showing clear examples - if you study at our college on this course, you can progress into HE studying x and have this career. Earning this amount of money. By integrating LMI data you’re adding marketing collateral to your courses. Adding value.
- Now of course there is so much data out there. And there may be the temptation to throw loads of graphs, charts and scatter whats-its onto the page to map out all of this data. Which would of course be overwhelming!
- We do a lot of work with young people - through the work we do, we spend time in schools observing and testing with 14/15/16 year olds. Whilst many people think the “younger generation” are tech savvy, that’s not necessarily true. Perhaps with Playstation gaming, or Snapchat, or Instagram. But they have little experience of using the internet to find out information. To research. To be confident in navigating their way around often complex websites. So we need to understand what’s important and present it with clarity. And it should provide real insights - not just stats and numbers, but be something that young people can relate to. It should mean something to them. Which means, make it engaging and make it simple!
- So what we’re going to do is take a step back to last year. To talk about a few things we were working on that became the starting point for our research into labour market information and what could be possible.
- You may well know about Careerpilot. It’s a resource for young people - 14 to 18 year olds - to help inform them about future study and careers and is managed by the University of Bath. Last year we undertook a major redevelopment of the system and spent a lot of time with the Careerpilot team talking about ways to show progression options and career data. And we started reviewing other services and tools that were working in a similar space.
- We also did a big review of college websites last year. We work a lot with colleges and are always trying to be aware of what others are doing. So we took a bit of a step back last year and evaluated over 300 college websites - to get a sense of what others were doing in the sector - and to see where we, as a company, can add value to our clients. Anyway, for those that are interested there’s an article on our website that summarises this research.
- So in terms of Labour Market Information, what did we see? Whilst only in small numbers, we saw colleges beginning to use LMI data in their websites. It was exciting to see this data on their websites - seemed to put them way ahead of the competition. But also, made us see that there was scope to do so much more. Often things were a little clumsy. Or poorly presented. Or lacking context.
- We spent time reviewing existing resources. Those which either focused on progression routes into HE, or highlighted careers and LMI data. You may know some of these resources. Or use them. And there are others too - this is only a selection. And each have their own values.
- We’re not here to criticise. At all. They’ve given us inspiration for our own research and development. But often these services were either very expensive. Or took you off to a different website and therefore losing your users. Or the data itself was badly presented! So on review, in the context of presenting relevant data in college websites, and as a means to engage and present clear progression routes, we feel things can be better.
- So we decided to make something. A proof of concept where we could begin working with real Labour Market Information in a meaningful way. So we made an app that mapped LMI data to the new T Levels programme.
- We mapped out the 15 T-Level programmes and attached job data to each. We presented data at a sector level, then more precise data for each job type. Looking at salary, predicted employment, qualifications held and required skills. And we also hooked into live job vacancy feeds to bring out relevant and local job opportunities.
- Part of building this T-Levels app was to familiarise ourselves with the LMI for All API. {Explain LMI for All} We spent time thinking about data display and what would be the most engaging way to show certain statistics. All the time, in the back of our minds, about how we could learn from this to introduce something similar to college websites.
- So what did we take away from all of this? We we were pretty convinced that the sector was missing an affordable LMI tool. One that was in context to the specific course page a user was looking at - mapped directly with real and independent data. And a tool where it would all be automated - it didn’t need a marketing team to have to do their own mapping. And engaging. And actually of interest to young people!! We knew the data was available.
- The key, was getting the exact data necessary that would allow us to definitively link A Level and BTEC courses to HE courses. And onwards to careers. And there’s so much open and freely available data out there. I mean so much! So felt it was just a case of finding it.
- But not so. We possibly lost about 4 weeks to trawling through the data archives of the HESA website. And for what we were after, the specific data that would show what Level 3 courses were held on entry to HE, we were at a loss. We knew HESA captured that data on entry, but it didn’t seem to be accessible.
- So we contacted HESA. Who were friendly and quick to respond. And said whilst they had that data, it wasn’t easily accessible. And we’d probably be better off contacting UCAS. They would be helpful, they said! So we spent time working with UCAS to spec out the dataset we were needed and after a while it transpired that they never really held the data in a useful way. They had applied their own category system to it, which in many cases generalised it to a point of not being useful. And they wanted to charge a bloody fortune for it too! So we went back to HESA. And after a process of back and forth got to a point where they had what we wanted, in the format we wanted.
- So anyway. We now had the core dataset we needed and went to work mapping everything together. Our office walls became covered in spreadsheets, ideas, concepts and we spent the next 3 months bringing this all together. What lies beneath the tool we’ve built is an incredible large and complex set of data and mapping. But it was key to our users that the tool didn’t feel complex. It had to be instantly engaging and relevant.