Labour Market Information (LMI) is essential for understanding job market dynamics, helping individuals navigate opportunities, competition, and qualifications. Effective LMI should be based on up-to-date, client-centered data while promoting the sharing of information for informed decision-making. The UK faces challenges in its technical education system and must adapt to changing skill demands influenced by new technologies and the evolving economy.

1. Labour Market Information and
the Changing World of Work

2. Why is LMI
important?
LMI provides the knowledge &
understanding of how the labour market
functions and is crucial for ‘making
sense’ of changing economic
circumstances, including reflecting
upon what the future holds.

3. LMI identified by practitioners as essential
Local information and trends |
Equal opportunities issues
|Regional data and trends |
Self-employment trends |
Detailed occupational
information |Qualification
level of the sector's workforce |
Current developments in
education and training | Types
of employers in the sector |
Destinations of graduates with
sector specific degrees

4. Most useful LMI
Up-to-date local data - Trends related to skills, organisational change and
labour market restructuring - Client-centred, accessible materials - Specific,
sector-based examples - Information that can be printed and given out -
Information on skill mis-matches and how skills transfer between contexts -
Information available via the internet

5. Least useful LMI
Raw statistics - Out of
date information
Information on
employees who have
been in an industry for
a number of years -
Information on
training needs of
sectors

6. What do clients want to know?
The competition they face
- The entry routes - The
rewards available - The
availability of jobs in their
'travel to work area’ - The
prospects of securing
employment in a
particular job - The value
of particular qualifications,
experience or training

7. Sharing information helps
develop new perspectives
on a problem: Giving new
intelligence and Correcting
mis-information

8. Using LMI effectively in Practice
Skills of giving information: Ensure information is understandable
Principles of good practice: ensure information is received
High quality LMI: know how to choose between different sources

9. 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
LMI for All is funded by DfE and receives around
600,000 queries a day in school term time

10. Aim
To increase and widen use of high quality labour market
information to support decisions about careers and learning
Objectives
To develop a comprehensive, high quality data offering that
can inform career choices
To promote third-party websites and applications as a
means of opening-up the data to individual decision-makers
To offer an engaging, accessible and reliable platform for
developers
To build wider awareness and support for LMI for All among
key stakeholder groups

11. Data selected for its value in a
careers decision making context
Drawn from robust national data
sources
Organised by occupational
category, indexed by job title

12. Careerometer widget which can be
embedded into any website
Explore and compare headline data
relating to pay, weekly hours of work
and future employment prospects
Users can customise the widget,
including the type of pay indicator
rendered by the widget (hourly,
weekly, annual).

13. What we are working on:
Careers pathways
Apprenticeship data
A second widget
LMI Learning Units
Newsletter
New occupational
classification (SOC2020)

14. Number of queries

15. example 1

16. U Explore

17. AI, automation and the
climate crisis
The future of work
"IMG_4922" by steven.eason is licensed under CC BY-NC-SA 2.0

18. Will new technology and the green
economy create or destroy jobs?

19. new jobs?
The Changing Nature of Work and Skills in the Digital Age, European Commission, 2019

20. what skills will be in
demand

21. Will there be an exception?
"Free Drive Gondola" by Teddy Atuluku is licensed under CC BY-NC-ND 4.0

22. The UK’s technical education
system is very weak by international
standards. Only 10 per cent of 20-45
year-olds hold technical education as
their highest qualification, placing
the UK 16th out of 20 OECD
countries. By 2020, the UK is set to
fall to 28th out of 32OECD countries
for intermediate (upper secondary
skills.
Most importantly, the faster-
evolving world requires change
in the way that skills are
provided. Europeans will need
to learn throughout their entire
life, both inside and outside of
formal education.
One third of the EU labour force has
no or almost no digital skills.. Workers will need
non-cognitive skills to cope in an ever-changing
workplace. In addition to knowledge, individuals
acquire skills that help them to anticipate changes
and to become more flexible and resilient.
However, teaching non-cognitive skills seems to
have been neglected across the EU despite its
effectiveness.
35% of adults have
participated in learning during the past
3 years. This is 2 percentage points lower than
in 2017 and 6 lower than in 2015. Last year a
report by the Institute of Fiscal Studies found
funding for Adult education has been cut by
45% since 2009-10

23. Thank you
for
watching
www.pontydysgu.org