Higher education and businesses together building the talent pipeline for high level skills in the transport industry
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Higher education and businesses together building the talent pipeline for high level skills in the transport industry
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Overview of how higher eductaion and businesses can build the talent pipeline for high level skills in the transport industry.
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Higher education and businesses together building the talent pipeline for high level skills in the transport industry
- 1. Higher Education and Businesses -Together Building the Talent Pipeline for High Level Skills in the Transport Industry Dr Deirdre Hughes OBE 15th March 2018
- 2. Robots, AI and machine learning
- 3. Technological revolution: a new dawn
- 4. Disruptive developments Scenario 1 – Forced flexibility (business as usual) Scenario 2 – The Great Divide Scenario 3 – Skills Activism Scenario 4 – Innovation adaptation
- 6. Higher Education and Businesses
- 7. Case studies
- 8. Case studies Use of Open Source Data – Transport information published by data producers Innovation and Intelligent vehicles Innovative Testing of Autonomous Control Techniques (INTACT) Railway transport skills partnerships Jaguar Land Rover’s Adult Auto– Upskilling Programme
- 9. Labour Market Intelligence/Information (LMI) and careers
- 10. An online data portal which brings together existing national sources of high quality, reliable labour market information (LMI) An open data project, which supports the wider government agenda to encourage use and re-use of government data sets After successfully completing its pilot stage, LMI for All was given full project status.
- 11. LMI for All (UK) Warwick University IER & Pontydysgu UK LMI free access through an open API Data includes • Present employment by occupation • Future employment by occupation • Pay by gender, hours and decile • Job vacancies • Skills - rated in terms of levels and importance – through the O*Net survey data • Hard to fill vacancies • University course destinations • Apprenticeships
- 12. Coach Central (LMI) EmployID and Public Employment Services
- 13. Welcome
- 14. Structure Labour Market Intelligence CollegesApprenticeship GB Universities KareerHub Tailored Web Crawlers KareerHub Structured Database University Websites College Websites LMI for all Website Apprenticeship GB Website Updated regularly Updated regularly Updated regularly Elastic Search – Lets Go Distance from Postcode filter UK Region filter Course name filter RESULTS Those who searched for ‘THIS’ also searched for ‘THESE’ Careers for this course
- 15. LMI for All SOC data Cached by KareerHub Course information: title and additional information LMI for ALL Pay, Demand Etc University, College, Departmental etc websites Apprenticeships, Businesses Agencies etc websites KareerHub MAP
- 16. Centralises | Structures | Compares University College Apprenticeships Labour Market Business It is this innovative technology that makes it very easy to explore what might be the best next life step. All in one screen
- 17. In practice . .Android / Apple
- 18. Where next? • Mash Ups • Mobile Apps • Sector specific LMI • Gaming • White Labelling • LMI upskilling and reskilling • More collaborative and innovative work
- 19. Thank You! • Contact: Dr Deirdre Hughes OBE • An invitation to continue the UK infrastructure, LMI and careers dialogue – Email: deirdre.hughes3@btinternet.com deirdre.hughes@warwick.ac.uk – Tel: 07533 545057 – Twitter @deirdretalks – New dmh associates website to be launched 1st April 2018 – In the meantime, some useful links: http://www.lmiforall.org.uk/ https://employid.eu/ http://www.kareerhub.co.uk/
Editor's Notes
- There are four key objectives to providing and developing the technical infrastructure: The maintenance of a secure and robust infrastructure for the data, including test and production servers and provision for back up services. The hardware and software environment should be capable of being extended in relation to increased data provision and added numbers of users. To implement processes to ensure that the data made available to developers and end-users meets required quality standards and avoid disclosure. This involves programming at the API level to suppress data which are unreliable due to sample sizes and to provide warnings with data which although non-disclosive is based on small samples. It also requires processes for checking data against expected returns and providing guidance to developers in the use of the API. To provide modern and flexible software tools to allow the querying of the database by external users. This entails the extension of the previous data tools to facilitate querying through data cubes. To provide software tools and spaces for documenting the process and allowing public access to the LMI for All database. In particular, this involves supporting developers in producing applications which utilise the API through resources made available on the LMI for All website.
- Office for National Statistics – ASHE, LFS, Census of Population, BRES LFS Labour Force Survey ASHE Annual Survey of Hours and Earnings BRES Business Register and Employment Survey ESS Employer Skills Survey ……………… UKCES – Working Futures and ESS data BIS, DfE, & other bodies – access to data on education and training courses DWP - vacancies (Universal Job Match) HESA – data on higher education Burning Glass – vacancy data Apprenticeship Service
- Explain the slide.
- George