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LMI in IAG

LMI in IAG. A new approach …………..?. The aim of the session is to improve your understanding of LMI and explore new ways of applying it in your practice. Review what LMI is and why it is important in the CEG process Identify sources of LMI

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LMI in IAG

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  1. LMI in IAG A new approach …………..?

  2. The aim of the session is to improve your understanding of LMI and explore new ways of applying it in your practice. • Review what LMI is and why it is important in the CEG process • Identify sources of LMI • Comment on two proposals to help us ensure it is used more effectively in CEG

  3. Labour Market Information Definition (LMI Matters – DfES 2004): The interaction between those in need to labour (employers or buyers) and those who can supply labour (employees or sellers). The labour market is in a constant change as it responds to the needs of employers, who in turn respond to the influences of the wider environment.

  4. LMI Definitions • Labour market information: Data from a range of sources • Labour market intelligence: An interpretation of the information

  5. What type of information? • National and local information • Industrial sector changes • Occupational changes • Education and training options • Geographical differences and changes • Understanding of skills and skill needs • Working patterns • Workforce issues

  6. Fundamental changes • Industrial society to information society • National economy to world economy • Core, permanent staff to outsourcing • Expansion to downsizing • Autonomous working to teamwork • More emphasis on transferable skills

  7. Specific changes • Up to 2020 there will be more managers, professional and technical jobs, as well as personal and security services, care, sales and customer services jobs, plus cultural, media and sports jobs. • Some jobs are likely to become less important as we use computers more such as, administrative, clerical and secretarial jobs. • There will be fewer jobs in skilled trades, machine and transport work, and unskilled work. • By 2020 there will be less than 4% of the workforce with no formal qualifications. • The number of people with a degree will have gone up from almost 30% in 2004 to almost 40% by 2020. • The numbers of people in jobs with qualifications below Level 2 – less than four to five GCSEs at grades A to C - is likely to fall to just 10% by 2020.Connexions Derbyshire website extract

  8. Going up……. • business services • computing • health • retail • education • wholesale distribution • banking and insurance • transport • sale and maintenance of motor vehicles • printing and publishing , and • hotels and catering.

  9. Going down …… • engineering • transport equipment • chemicals • textile and clothing • agriculture • metal and metal goods, and • construction.

  10. But……… What about the recession?

  11. Why is LMI important? • Brings realism to decision making • Improves the chances of success • Increases motivation • Broadens aspirations • Helps individuals to adapt and cope with change

  12. LMI is about……… • Which job areas will be increasing – and which will have fewer jobs • Changes in the types of job that are available • Changes in the skills and qualifications needed to do jobs • How many people might be competing to get jobs • How changes in working practices may affect jobs in the future

  13. LMI can tell you……… • Whether there will be more or fewer jobs • What competition you might face for a place – job, course or training • What skills and qualifications you need to get • Whether your choice is available locally • What the prospects (pay, training and opportunities) will be like

  14. Making it relevant • What are the chances of getting a job in … in Alfreton? • It’s competitive to get into …, what can I do to be successful? • Where will I find work as a …? • What are my chances of getting on a course in …? • What are the chances of me getting into … after my course or training? • Are there going to be many jobs in this area of work in the future?

  15. LMI has to be: • accurate • up-to-date • easy to read and understand • useful, and • from a reliable source.

  16. National Policy Drivers • Leitch report and the skills agenda • 14-19 Reforms • Diplomas • Apprenticeships • PLTS • Functional skills • IAG • Standards and Frameworks

  17. LMI in CEG: a national framework By the age of 14: • Describe how the world of work is changing and the skills that promote employability By the age of 16: • Describe employment trends and associated learning opportunities at different levels By the end of 19: • Make critical use of a range of information sources to explain how careers are changing

  18. Framework for economic well-being 11-19 • relate their abilities, attributes and achievements to career intentions.. • ..make informed choices based on an understanding of available options • develop an awareness of the extent and diversity of opportunities…

  19. Quality Standards for Young People’s IAG • Young people have (up to date and impartial) information they need to make well-informed and realistic decisions about learning and careers.. • including the full range of learning and career options, progression pathways, the labour market and opportunities within it and pay rates,

  20. Key LMI web services - Connexions Derbyshire website www.connexions-derbyshire.org - World of Work www.connexions-derbyshire.org/worldofwork - Practitioners www.connexions-derbyshire.org/practitioners - Purple Pages www.connexions-derbyshire.org/purplepages - Routes Ahead www.routes-ahead.org - Jobs4u www.connexions-direct.com/jobs4u - Apprenticeships www.apprenticeship.org.uk - UCAS www.ucas.ac.uk - National Guidance and Research Forum www.guidance-research.org - Skill Sector Councils www.sscalliance.org

  21. New LMI Tools • Curriculum checklist • Guidance checklist • Thinking of a career in ……… • Connexions Derbyshire website • ?

  22. Activities • Identify the pros and cons of using the curriculum checklist and how this could be improved to meet your planning needs • Identify the questions you would need to ask within each of the stages of the interview process as described in the guidance checklist

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